reglab/statecodes huggingface dataset:
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.51 - ORGANIZATIONAL RULES › Subchapter 10.51.1 - Organizational Rules › Rule 10.51.104 - RESPONSIBILITY ASSIGNED BY STATUTE

Current through Register Vol. 13, July 5, 2024
(1) The
				board of public education is assigned numerous responsibilities by statute
				including the establishment of policies for: the accreditation of schools,
				teacher certification, distribution of state equalization aid, special
				education, school bus standards and regulations, and designation of school days
				and hours. The board is also assigned by statute the "general supervision" of
				the Montana school for the deaf and blind and administrative responsibility for
				the certification standards and practices advisory council.
(a) The Montana school for the deaf and blind
				is a residential school for children and adolescents who are deaf and blind or
				whose hearing or sight is so defective that they are unable to receive a
				sufficient or proper education in the public schools of the state. The purpose
				of the school is to furnish and provide, by the use of specialized methods and
				systems, an ordinary public school education and to teach such trades and
				vocations as will enable children attending the school to become independent
				and self-sustaining citizens.
(b)
				The certification standards and practices advisory council was statutorily
				created to study relevant issues and advise the board of public education on
				matters related to teacher, school administrator, and specialist certification
				of individuals admitted to practice in the elementary and secondary schools of
				Montana. The scope of this study and advice includes preservice and inservice
				education, professional practices and ethical conduct, teacher education
				programs, and renewal, denial, suspension, or revocation of certificates. The
				advisory council may conduct appropriate research related to the forgoing areas
				of study by such means as trial programs and collection of data from current
				programs. The advisory council must present its findings and recommendations to
				the board at least once each year and on other occasions as the advisory
				council deems necessary. The advisory council may not administer a program or
				function or set policy.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.51 - ORGANIZATIONAL RULES › Subchapter 10.51.1 - Organizational Rules › Rule 10.51.105 - BOARD STAFF

Current through Register Vol. 13, July 5, 2024
(1) The board of
				public education employs a full-time professional assistant who is designated
				by statute as executive secretary to the board. The executive secretary is the
				person responsible for liaison between the board and superintendent of public
				instruction. The executive secretary functions as the chief executive officer
				of the board and the certification standards and practices advisory council.
				The board also employs a full-time administrative officer, administrative
				assistant, and secretary. All staff members report to and are supervised by the
				executive secretary.
Sec.
					 20-2-111,
					 20-2-122,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.51 - ORGANIZATIONAL RULES › Subchapter 10.51.1 - Organizational Rules › Rule 10.51.106 - AGENCY FUNCTIONAL CHART

Current through Register Vol. 13, July 5, 2024
(1) An
				illlustrative functional chart of the board of public education is attached
Click here
				  to view Image.
Sec.
					 2-15-1518,
					 20-2-122,
					 20-8-101,
					 and
					 20-31-102,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.52 - PROCEDURAL RULES › Subchapter 10.52.1 - N/A › Rule 10.52.101 - MODEL PROCEDURAL RULES

Current through Register Vol. 13, July 5, 2024
(1) The
				attorney general's model rules as stated in ARM
				1.3.201 through 1.3.234 are
				incorporated with
				10.52.102 below.
Sec.
					 20-4-201,
					 20-2-121,
					 20-4-102,
					 20-4-110,
					 MCA; IMP, Sec.
					 20-4-110,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.52 - PROCEDURAL RULES › Subchapter 10.52.1 - N/A › Rule 10.52.102 - ADDITIONS FOR CASES INVOLVING REQUESTS FOR REVOCATION OR SUSPENSION OF TEACHER CERTIFICATES

Current through Register Vol. 13, July 5, 2024
(1) ARM
				1.3.212 through
				1.3.226 are amended for cases
				involving requests for revocation or suspension of teacher certificates to
				include ARM Title 10, chapter 57, sub-chapter 6, Procedures to Guide the
				Hearing of Requests for Revocation or Suspension of Teacher
				Certificates.
Sec.
					 20-4-201,
					 20-2-121,
					 20-4-102,
					 20-4-110,
					 MCA; IMP, Sec.
					 20-4-110,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.52 - PROCEDURAL RULES › Subchapter 10.52.1 - N/A › Rule 10.52.103 - MODEL RULES

Current through Register Vol. 13, July 5, 2024
(1) Except as
				waived by the board of public education, the board adopts and incorporates by
				reference the Attorney General's Model Rules relating to contested cases. The
				model rules being adopted are ARM
				1.3.211 through
				1.3.225. A copy of the model rules
				may be obtained from the Board of Public Education, 2500 Broadway, P.O. Box
				200601, Helena, Montana 59620-0601.
Sec.
					 20-2-114,
					 MCA; IMP, Sec.
					 20-2-121,
					 20-4-110,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.1 - General Provisions › Rule 10.53.101 - EXPLANATION OF THE CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(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;
(c)
				mathematics;
(d) arts;
(e) health and physical education;
(f) science;
(g) career and technical education;
(h) computer science;
(i) library media and information
				literacy;
(j) social studies;
				and
(k) technology
				integration.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.1 - General Provisions › Rule 10.53.102 - INDIAN EDUCATION

Current through Register Vol. 13, July 5, 2024
(1) Curriculum and
				instruction of the content standards under this chapter shall incorporate the
				distinct and unique cultural heritage of Montana American Indians pursuant to
				Article X, section 1(2) of the Constitution of the state of Montana and
				20-1-501
				and
				20-9-309(2)(c),
				MCA.
AUTH: Mont. Const. Art. X, sec. 9,
					 20-2-114,
					 MCA; IMP: Mont. Const. Art. X, sec. 9,
					 20-1-501,
					 20-2-121,
					 20-3-106,
					 20-7-101,
					 20-9-309,
					 MCA
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.1 - General Provisions › Rule 10.53.103 - DEFINITIONS

Current through Register Vol. 13, July 5, 2024
(1) "Content
				standard" means what all students should know, understand, and be able to do in
				each of the content areas in this chapter.
(2) "Mathematical practices" describe
				processes and proficiencies students use as practitioners of the discipline of
				mathematics.
(3) The symbol "+"
				denotes science, technology, engineering, mathematics (STEM) standards that
				students should learn in order to take advanced courses such as calculus,
				advanced statistics, or discrete mathematics.
(4) The symbol "*" denotes specific modeling
				standards appearing throughout the high school mathematics standards.
(5) "Literacy in history/social studies,
				science, and technical subjects" means instruction in reading, writing,
				speaking, listening, and language use is a shared responsibility by teachers of
				English language arts and other content areas.
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
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.1 - General Provisions › Rule 10.53.104 - STANDARDS REVIEW SCHEDULE

Current through Register Vol. 13, July 5, 2024
(1) Montana's
				content standards shall be reviewed and revised on a recurring
				schedule.
(2) A schedule for review
				of content standards shall be established as a collaborative process with the
				Office of Public Instruction and the Board of Public Education with input from
				representatives of accredited schools. The schedule shall ensure that each
				program area is reviewed and revised at regular intervals.
(3) 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.
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 20-3-106,
					 20-7-101,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.301 - ENGLISH LANGUAGE PROFICIENCY CONTENT STANDARD 1

Current through Register Vol. 13, July 5, 2024
(1) To satisfy the
				requirements of English language proficiency content standard 1, English
				language learners must communicate for social and instructional purposes within
				the school setting.
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.301 - ENGLISH LANGUAGE PROFICIENCY CONTENT STANDARD 1

Current through Register Vol. 13, July 5, 2024
(1) To satisfy the
				requirements of English language proficiency content standard 1, English
				language learners communicate for social and instructional purposes within the
				school setting.
AUTH: Mont. Const. Art. X, sec. 9,
					 20-2-114,
					 20-7-101, MCA; IMP: Mont. Const.
					 Art. X, sec. 9,
					 20-2-121,
					 MCA
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.302 - ENGLISH LANGUAGE PROFICIENCY CONTENT STANDARD 2

Current through Register Vol. 13, July 5, 2024
(1) To satisfy the
				requirements of English language proficiency content standard 2, English
				language learners must communicate information, ideas, and concepts necessary
				for academic success in the content area of language arts.
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.302 - ENGLISH LANGUAGE PROFICIENCY CONTENT STANDARD 2

Current through Register Vol. 13, July 5, 2024
(1) To satisfy the
				requirements of English language proficiency content standard 2, English
				language learners communicate information, ideas, and concepts necessary for
				academic success in the content area of language arts.
AUTH: Mont. Const. Art. X, sec. 9,
					 20-2-114,
					 20-7-101, MCA; IMP: Mont. Const.
					 Art. X, sec. 9,
					 20-2-121,
					 MCA
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.303 - ENGLISH LANGUAGE PROFICIENCY CONTENT STANDARD 3

Current through Register Vol. 13, July 5, 2024
(1) To satisfy the
				requirements of English language proficiency content standard 3, English
				language learners must communicate information, ideas, and concepts necessary
				for academic success in the content area of mathematics.
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.303 - ENGLISH LANGUAGE PROFICIENCY CONTENT STANDARD 3

Current through Register Vol. 13, July 5, 2024
(1) To satisfy the
				requirements of English language proficiency content standard 3, English
				language learners communicate information, ideas, and concepts necessary for
				academic success in the content area of mathematics.
AUTH: Mont. Const. Art. X, sec. 9,
					 20-2-114,
					 20-7-101, MCA; IMP: Mont. Const.
					 Art. X, sec. 9,
					 20-2-121,
					 MCA
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.304 - ENGLISH LANGUAGE PROFICIENCY CONTENT STANDARD 4

Current through Register Vol. 13, July 5, 2024
(1) To satisfy the
				requirements of English language proficiency content standard 4, English
				language learners must communicate information, ideas, and concepts necessary
				for academic success in the content area of science.
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.304 - ENGLISH LANGUAGE PROFICIENCY CONTENT STANDARD 4

Current through Register Vol. 13, July 5, 2024
(1) To satisfy the
				requirements of English language proficiency content standard 4, English
				language learners communicate information, ideas, and concepts necessary for
				academic success in the content area of science.
AUTH: Mont. Const. Art. X, sec. 9,
					 20-2-114,
					 20-7-101, MCA; IMP: Mont. Const.
					 Art. X, sec. 9,
					 20-2-121,
					 MCA
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.305 - ENGLISH LANGUAGE PROFICIENCY CONTENT STANDARD 5

Current through Register Vol. 13, July 5, 2024
(1) To satisfy the
				requirements of English language proficiency content standard 5, English
				language learners must communicate information, ideas, and concepts necessary
				for academic success in the content area of social studies.
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.305 - ENGLISH LANGUAGE PROFICIENCY CONTENT STANDARD 5

Current through Register Vol. 13, July 5, 2024
(1) To satisfy the
				requirements of English language proficiency content standard 5, English
				language learners communicate information, ideas, and concepts necessary for
				academic success in the content area of social studies.
AUTH: Mont. Const. Art. X, sec. 9,
					 20-2-114,
					 20-7-101, MCA; IMP: Mont. Const.
					 Art. X, sec. 9,
					 20-2-121,
					 MCA
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.306 - ENGLISH LANGUAGE PROFICIENCY PERFORMANCE DESCRIPTORS AT THE ENTERING LEVEL

Current through Register Vol. 13, July 5, 2024
(1) At the entering
				level of English language proficiency, English language learners will process,
				understand, produce, or use:
(a) pictorial or
				graphic representation of the language of the content areas;
(b) words, phrases, or chunks of language
				when presented with one-step commands; directions; WH-, choice, or yes/no
				questions; or statements with sensory, graphic, or interactive support;
				and
(c) oral language with
				phonological, syntactic, or semantic errors that often impede meaning when
				presented with basic oral commands, direct questions, or simple statements with
				sensory, graphic, or interactive support.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.307 - ENGLISH LANGUAGE PROFICIENCY PERFORMANCE DESCRIPTORS AT THE EMERGING LEVEL

Current through Register Vol. 13, July 5, 2024
(1) At the emerging
				level of English language proficiency, English language learners will process,
				understand, produce, or use:
(a) general
				language related to the content areas;
(b) phrases or short sentences; and
(c) oral or written language with
				phonological, syntactic, or semantic errors that often impede the meaning of
				the communication when presented with one to multiple-step commands,
				directions, questions, or a series of statements with sensory, graphic, or
				interactive support.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.308 - ENGLISH LANGUAGE PROFICIENCY PERFORMANCE DESCRIPTORS AT THE DEVELOPING LEVEL

Current through Register Vol. 13, July 5, 2024
(1) At the
				developing level of English language proficiency, English language learners
				will process, understand, produce, or use:
(a) general and some specific language of the
				content areas;
(b) expanded
				sentences in oral interaction or written paragraphs; and
(c) oral or written language with
				phonological, syntactic, or semantic errors that may impede the communication,
				but retain much of its meaning, when presented with oral or written, narrative
				or expository descriptions with sensory, graphic, or interactive
				support.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.309 - ENGLISH LANGUAGE PROFICIENCY PERFORMANCE DESCRIPTORS AT THE EXPANDING LEVEL

Current through Register Vol. 13, July 5, 2024
(1) At the
				expanding level of English language proficiency, English language learners will
				process, understand, produce or use:
(a)
				specific and some technical language of the content areas;
(b) a variety of sentence lengths of varying
				linguistic complexity in oral discourse or multiple, related sentences or
				paragraphs; and
(c) oral or written
				language with minimal phonological, syntactic, or semantic errors that do not
				impede the overall meaning of the communication when presented with oral or
				written connected discourse with sensory, graphic, or interactive
				support.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.310 - ENGLISH LANGUAGE PROFICIENCY PERFORMANCE DESCRIPTORS AT THE BRIDGING LEVEL

Current through Register Vol. 13, July 5, 2024
(1) At the bridging
				level of English language proficiency, English language learners will process,
				understand, produce, or use:
(a) specialized
				or technical language of the content areas;
(b) a variety of sentence lengths of varying
				linguistic complexity in extended oral or written discourse, including stories,
				essays, or reports; and
(c) oral or
				written language approaching comparability to that of proficient English peers
				when presented with grade level material.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.3 - English Language Proficiency Content Standards › Rule 10.53.311 - ENGLISH LANGUAGE PROFICIENCY PERFORMANCE DESCRIPTORS AT THE REACHING LEVEL

Current through Register Vol. 13, July 5, 2024
(1) At the reaching
				level of English language proficiency, English language learners will process,
				understand, produce, or use:
(a) specialized
				or technical language reflective of the content areas at grade level;
(b) a variety of sentence lengths of varying
				linguistic complexity in extended oral or written discourse as required by the
				specified grade level; and
(c) oral
				or written communication in English comparable to proficient English
				peers.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.401 - COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING

Current through Register Vol. 13, July 5, 2024
(1) Read closely to determine what the text
				says explicitly and to make logical inferences from it; cite specific textual
				evidence when writing or speaking to support conclusions drawn from the
				text.
(2) Determine central ideas
				or themes of a text and analyze their development and summarize the key
				supporting details and ideas.
(3)
				Analyze how and why individuals, events, and ideas develop and interact over
				the course of a text.
(4) Interpret
				words and phrases as they are used in a text, including determining technical,
				connotative, and figurative meanings and analyze how specific word choices
				shape meaning or tone.
(5) Analyze
				the structure of texts, including how specific sentences, paragraphs, and
				larger portions of the text (e.g., a section, chapter, scene, or stanza) relate
				to each other and the whole.
(6)
				Assess how point of view or purpose shapes the content and style of a
				text.
(7) Integrate and evaluate
				content presented in diverse media and formats, including visually and
				quantitatively, as well as in words.
(8) Delineate and evaluate the argument and
				specific claims in a text, including the validity of the reasoning as well as
				the relevance and sufficiency of the evidence.
(9) Analyze how two or more texts address
				similar themes or topics in order to build knowledge or to compare the
				approaches the authors take.
(10)
				Read and comprehend complex literary and informational texts independently and
				proficiently.
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 20-3-106,
					 20-7-101,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.402 - COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING

Current through Register Vol. 13, July 5, 2024
(1) Write arguments to support claims in an
				analysis of substantive topics or texts, using valid reasoning and relevant and
				sufficient evidence.
(2) Write
				informative/explanatory texts to examine and convey complex ideas and
				information clearly and accurately through the effective selection,
				organization, and analysis of content.
(3) Write narratives to develop real or
				imagined experiences or events using effective technique, well-chosen details,
				and well-structured event sequences.
(4) Produce clear and coherent writing in
				which the development, organization, and style are appropriate to task,
				purpose, and audience.
(5) Develop
				and strengthen writing as needed by planning, revising, editing, rewriting, or
				trying a new approach.
(6) Use
				technology, including the internet, to produce and publish writing and to
				interact and collaborate with others.
(7) Conduct short as well as more sustained
				research projects based on focused questions, demonstrating understanding of
				the subject under investigation.
(8) Gather relevant information from multiple
				print and digital sources, assess the credibility and accuracy of each source,
				and integrate the information while avoiding plagiarism.
(9) Draw evidence from literary or
				informational texts to support analysis, reflection, and research.
(10) Write routinely over extended time
				frames (time for research, reflection, and revision) and shorter time frames (a
				single sitting or a day or two) for a range of tasks, purposes, and
				audiences.
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 20-3-106,
					 20-7-101,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.403 - COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR SPEAKING AND LISTENING

Current through Register Vol. 13, July 5, 2024
(1) Prepare for and participate effectively
				in a range of conversations and collaborations with diverse partners, building
				on others' ideas and expressing their own clearly and persuasively.
(2) Integrate and evaluate information
				presented in diverse media and formats, including visually, quantitatively, and
				orally.
(3) Evaluate a speaker's
				point of view, reasoning, and use of evidence and rhetoric.
(4) Present information, findings, and
				supporting evidence such that listeners can follow the line of reasoning and
				the organization, development, and style are appropriate to task, purpose, and
				audience.
(5) Make strategic use of
				digital media and visual displays of data to express information and enhance
				understanding of presentations.
(6)
				Adapt speech to a variety of contexts and communicative tasks, demonstrating
				command of formal English when indicated or appropriate.
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 20-3-106,
					 20-7-101,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.404 - COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR LANGUAGE

Current through Register Vol. 13, July 5, 2024
(1) Demonstrate command of the conventions of
				standard English grammar and usage when writing or speaking.
(2) Demonstrate command of the conventions of
				standard English capitalization, punctuation, and spelling when
				writing.
(3) Apply knowledge of
				language to understand how language functions in different contexts, to make
				effective choices for meaning or style, and to comprehend more fully when
				reading or listening.
(4) Determine
				or clarify the meaning of unknown and multiple-meaning words and phrases by
				using context clues, analyzing meaningful word parts, and consulting general
				and specialized reference materials, as appropriate.
(5) Demonstrate understanding of figurative
				language, word relationships and nuances in word meanings.
(6) Acquire and use accurately a range of
				general academic and domain-specific words and phrases sufficient for reading,
				writing, speaking, and listening at the college and career readiness level;
				demonstrate independence in gathering vocabulary knowledge when encountering an
				unknown term important to comprehension or expression.
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 20-3-106,
					 20-7-101,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.405 - READING STANDARDS FOR LITERATURE

Current through Register Vol. 13, July 5, 2024
(1)
				Reading standards for literature for a student at the kindergarten level are:
(a) with prompting and support, ask and
				answer questions about key details in a text;
(b) with prompting and support, retell
				familiar stories, including key details; include stories by and about American
				Indians;
(c) with prompting and
				support, identify characters, settings, and major events in a story;
(d) ask and answer questions about unknown
				words in a text;
(e) recognize
				common types of texts (e.g., storybooks, poems);
(f) with prompting and support, name the
				author and illustrator of a story and define the role of each in telling the
				story;
(g) with prompting and
				support, describe the relationship between illustrations and the story in which
				they appear (e.g., what moment in a story an illustration depicts);
(h) with prompting and support, compare and
				contrast the adventures and experiences of characters in familiar stories,
				including American Indian stories; and
(i) actively engage in group reading
				activities with purpose and understanding.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.406 - READING STANDARDS FOR INFORMATIONAL TEXT

Current through Register Vol. 13, July 5, 2024
(1) Reading standards for informational text
				for a student at the kindergarten level are:
(a) with prompting and support, ask and
				answer questions about key details in a text;
(b) with prompting and support, identify the
				main topic and retell key details of a text;
(c) with prompting and support, describe the
				connection between two individuals, events, ideas, or pieces of information in
				a text and include texts by and about American Indians;
(d) with prompting and support, ask and
				answer questions about unknown words in a text and recognize words and phrases
				with cultural significance to American Indians;
(e) identify the front cover, back cover, and
				title page of a book;
(f) name the
				author and illustrator of a text and define the role of each in presenting the
				ideas or information in a text;
(g)
				with prompting and support, describe the relationship between illustrations and
				the text in which they appear (e.g., what person, place, thing, or idea in the
				text an illustration depicts);
(h)
				with prompting and support, identify the reasons an author gives to support
				points in a text;
(i) with
				prompting and support, identify basic similarities in and differences between
				two texts on the same topic (e.g., in illustrations, descriptions, or
				procedures); and
(j) actively
				engage in group reading activities with purpose and understanding.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.407 - READING STANDARDS: FOUNDATIONAL SKILLS

Current through Register Vol. 13, July 5, 2024
(1) Reading standards foundational skills for
				a student at the kindergarten level are:
(a)
				demonstrate understanding of the organization and basic features of print;
(i) follow words from left to right, top to
				bottom, and page by page;
(ii)
				recognize that spoken words are represented in written language by specific
				sequences of letters;
(iii)
				understand that words are separated by spaces in print; and
(iv) recognize and name all upper- and
				lowercase letters of the alphabet;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.408 - WRITING STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Writing
				standards for a student at the kindergarten level are:
(a) use a combination of drawing, dictating,
				and writing to compose opinion pieces in which they tell a reader the topic or
				the name of the book they are writing about and state an opinion or preference
				about the topic or book (e.g., My favorite book is...);
(b) use a combination of drawing, dictating,
				and writing to compose informative/explanatory texts in which they name what
				they are writing about and supply some information about the topic;
(c) use a combination of drawing, dictating,
				and writing to narrate a single event or several loosely linked events; tell
				about the events in the order in which they occurred; and provide a reaction to
				what happened;
(d) with guidance
				and support from adults, respond to questions and suggestions from peers and
				add details to strengthen writing as needed;
(e) with guidance and support from adults,
				explore a variety of digital tools to produce and publish writing, including in
				collaboration with peers;
(f)
				participate in shared research and writing projects (e.g., explore a number of
				books by a favorite author and express opinions about them and include sources
				by and about American Indians); and
(g) with guidance and support from adults,
				recall information from experiences or gather information from provided sources
				to answer a question and include sources by and about American
				Indians.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.409 - SPEAKING AND LISTENING STANDARDS

Current through Register Vol. 13, July 5, 2024
(1)
				Speaking and listening standards for a student at the kindergarten level are:
(a) participate in collaborative
				conversations with diverse partners about kindergarten topics and texts with
				peers and adults in small and larger groups;
(i) follow agreed-upon rules for discussions
				(e.g., listening to others and taking turns speaking about the topics and texts
				under discussion); and
(ii)
				continue a conversation through multiple exchanges;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.410 - LANGUAGE STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Language
				standards for a student at the kindergarten level are:
(a) demonstrate command of the conventions of
				standard English grammar and usage when writing or speaking;
(i) print many upper- and lowercase
				letters;
(ii) use frequently
				occurring nouns and verbs;
(iii)
				form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish,
				wishes);
(iv) understand and use
				question words (interrogatives) (e.g., who, what, where, when, why,
				how);
(v) use the most frequently
				occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with);
				and
(vi) produce and expand
				complete sentences in shared language activities;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.411 - READING STANDARDS FOR LITERACY IN HISTORY/ SOCIAL STUDIES

Current through Register Vol. 13, July 5, 2024
(1) Reading standards for literacy in
				history/social studies for a student at the Grade 6-8 level are:
(a) cite specific textual evidence to support
				analysis of primary and secondary sources;
(b) determine the central ideas or
				information of a primary or secondary source and provide an accurate summary of
				the source distinct from prior knowledge or opinions;
(c) identify key steps in a text's
				description of a process related to history/social studies (e.g., how a bill
				becomes law, how interest rates are raised or lowered);
(d) determine the meaning of words and
				phrases as they are used in a text, including vocabulary specific to domains
				related to history/social studies;
(e) describe how a text presents information
				(e.g., sequentially, comparatively, causally);
(f) identify aspects of a text, including
				those by and about American Indians, that reveal an author's point of view or
				purpose (e.g., loaded language, inclusion or avoidance of particular
				facts);
(g) integrate visual
				information (e.g., in charts, graphs, photographs, videos, or maps) with other
				information in print and digital texts;
(h) distinguish among fact, opinion, and
				reasoned judgment in a text, including texts by and about American
				Indians;
(i) analyze the
				relationship between a primary and secondary source on the same topic,
				including sources by and about American Indians; and
(j) by the end of Grade 8, read and
				comprehend history/social studies texts in the Grades 6-8 text complexity band
				independently and proficiently.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.412 - READING STANDARDS FOR LITERACY IN SCIENCE AND TECHNICAL SUBJECTS

Current through Register Vol. 13, July 5, 2024
(1) Reading standards for literacy in science
				and technical subjects for a student at the Grade 6-8 level are:
(a) cite specific textual evidence to support
				analysis of science and technical texts;
(b) determine the central ideas or
				conclusions of a text and provide an accurate summary of the text distinct from
				prior knowledge or opinions;
(c)
				follow precisely a multistep procedure when carrying out experiments, taking
				measurements, or performing technical tasks;
(d) determine the meaning of symbols, key
				terms, and other domain-specific words and phrases as they are used in a
				specific scientific or technical context relevant to Grades 6-8 texts and
				topics;
(e) analyze the structure
				an author uses to organize a text, including how the major sections contribute
				to the whole and to an understanding of the topic;
(f) analyze the author's purpose in providing
				an explanation, describing a procedure, or discussing an experiment in a
				text;
(g) integrate quantitative or
				technical information expressed in words in a text with a version of that
				information expressed visually (e.g., in a flowchart, diagram, model, graph, or
				table);
(h) distinguish among
				facts, reasoned judgment based on research findings, and speculation in a text;
				include texts by and about American Indians;
(i) compare and contrast the information
				gained from experiments, simulations, video, or multimedia sources with that
				gained from reading a text on the same topic; and
(j) by the end of Grade 8, read and
				comprehend science/technical texts in the Grades 6-8 text complexity band
				independently and proficiently.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.4 - English Language Arts and Literacy Content Standards › Rule 10.53.413 - WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

Current through Register Vol. 13, July 5, 2024
(1) Writing
				standards for literacy in history/social studies, science, and technical
				subjects for a student at the Grade 6-8 level are:
(a) write arguments focused on
				discipline-specific content;
(i) introduce
				claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from
				alternate or opposing claims, and organize the reasons and evidence
				logically;
(ii) support claim(s)
				with logical reasoning and relevant, accurate data and evidence that
				demonstrate an understanding of the topic or text, using credible
				sources;
(iii) use words, phrases,
				and clauses to create cohesion and clarify the relationships among claim(s),
				counterclaims, reasons, and evidence;
(iv) establish and maintain a formal style;
				and
(v) provide a concluding
				statement or section that follows from and supports the argument
				presented;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.501 - STANDARDS FOR MATHEMATICAL PRACTICE FOR GRADES K-12

Current through Register Vol. 13, July 5, 2024
(1) Mathematical practice standard 1 is to
				make sense of problems and persevere in solving them. Mathematically proficient
				students:
(a) explain the meaning of a
				problem and restate it in their words;
(b) analyze given information to develop
				possible strategies for solving the problem;
(c) identify and execute appropriate
				strategies to solve the problem;
(d) evaluate progress toward the solution and
				make revisions if necessary; and
(e) check their answers using a different
				method and continually ask "Does this make sense?".
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.502 - MONTANA KINDERGARTEN MATHEMATICS CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Mathematics counting and cardinality
				standards for kindergarten are:
(a) count to
				100 by ones and by tens;
(b) count
				forward beginning from a given number within the known sequence (instead of
				having to begin at 1);
(c) write
				numbers from 0-20 and represent a number of objects with a written numeral 0-20
				(with 0 representing a count of no objects);
(d) understand the relationship between
				numbers and quantities and connect counting to cardinality;
(i) when counting objects, say the number
				names in the standard order, pairing each object with one and only one number
				name and each number name with one and only one object from a variety of
				cultural contexts, including those of Montana American Indians;
(ii) understand that the last number name
				said tells the number of objects counted and the number of objects is the same
				regardless of their arrangement or the order in which they were
				counted;
(iii) understand that each
				successive number name refers to a quantity that is one larger;
(e) count to answer "how many?"
				questions about as many as 20 things arranged in a line, a rectangular array,
				or a circle, or as many as 10 things in a scattered configuration and given a
				number from 1-20, count out that many objects from a variety of cultural
				contexts, including those of Montana American Indians;
(f) identify whether the number of objects in
				one group is greater than, less than, or equal to the number of objects in
				another group, e.g., by using matching and counting strategies; and
(g) compare two numbers between 1 and 10
				presented as written numerals.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.503 - MONTANA GRADE 1 MATHEMATICS CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Mathematics operations and algebraic
				thinking content standards for Grade 1 are:
(a) use addition and subtraction within 20 to
				solve word problems within a cultural context, including those of Montana
				American Indians, involving situations of adding to, taking from, putting
				together, taking apart, and comparing with unknowns in all positions, e.g., by
				using objects, drawings, and equations with a symbol for the unknown number to
				represent the problem;
(b) solve
				word problems within a cultural context, including those of Montana American
				Indians, that call for addition of three whole numbers whose sum is less than
				or equal to 20, e.g., by using objects, drawings, and equations with a symbol
				for the unknown number to represent the problem;
(c) apply properties of operations as
				strategies to add and subtract; for example: if 8 + 3 = 11 is known, then 3 + 8
				= 11 is also known (commutative property of addition); to add 2 + 6 + 4, the
				second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12
				(associative property of addition);
(d) understand subtraction as an
				unknown-addend problem; for example, subtract 10 - 8 by finding the number that
				makes 10 when added to 8;
(e)
				relate counting to addition and subtraction (e.g., by counting on 2 to add
				2);
(f) add and subtract within 20
				demonstrating fluency for addition and subtraction within 10; use strategies
				such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
				decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9);
				using the relationship between addition and subtraction (e.g., knowing that 8 +
				4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums
				(e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 =
				13);
(g) understand the meaning of
				the equal sign and determine if equations involving addition and subtraction
				are true or false; for example, which of the following equations are true and
				which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2; and
(h) determine the unknown whole number in an
				addition or subtraction equation relating to three whole numbers; for example,
				determine the unknown number that makes the equation true in each of the
				equations: 8 + ? = 11, 5 = ? - 3, 6 + 6 = ?.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.505 - MONTANA GRADE 3 MATHEMATICS CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Mathematics operations and algebraic
				thinking content standards for Grade 3 are:
(a) interpret products of whole numbers,
				e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects
				each; for example, describe a context in which a total number of objects can be
				expressed as 5 x 7;
(b) interpret
				whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the
				number of objects in each share when 56 objects are partitioned equally into 8
				shares, or as a number of shares when 56 objects are partitioned into equal
				shares of 8 objects each; for example, describe a context in which a number of
				shares or a number of groups can be expressed as 56 ÷ 8;
(c) use multiplication and division within
				100 to solve word problems in situations involving equal groups, arrays, and
				measurement quantities, e.g., by using drawings and equations with a symbol for
				the unknown number to represent the problem;
(d) determine the unknown whole number in a
				multiplication or division equation relating three whole numbers; for example,
				determine the unknown number that makes the equation true in each of the
				equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?;
(e) apply properties of operations as
				strategies to multiply and divide; for example: if 6 x 4 = 24 is known, then 4
				x 6 = 24 is also known (commutative property of multiplication); 3 x 5 x 2 can
				be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30
				(associative property of multiplication); knowing that 8 x 5 = 40 and 8 x 2 =
				16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56
				(distributive property);
(f)
				understand division as an unknown factor problem; for example, find 32 ÷
				8 by finding the number that makes 32 when multiplied by 8;
(g) fluently multiply and divide within 100
				using strategies such as the relationship between multiplication and division
				(e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of
				operations and by the end of Grade 3, know from memory all products of two
				one-digit numbers;
(h) solve two
				step word problems using the four operations within cultural contexts,
				including those of Montana American Indians; represent these problems using
				equations with a letter standing for the unknown quantity; and assess the
				reasonableness of answers using mental computation and estimation strategies
				including rounding; and
(i)
				identify arithmetic patterns (including patterns in the addition table or
				multiplication table) and explain them using properties of operations; for
				example, observe that four times a number is always even, and explain why four
				times a number can be decomposed into two equal addends.