reglab/statecodes huggingface dataset:
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.5 - Teaching Areas: Specific Standards › Rule 10.58.534 - ENGLISH AS A SECOND LANGUAGE (ESL)

Current through Register Vol. 13, July 5, 2024
(1) The English as
				a Second Language (ESL) program requires that successful candidates:
(a) demonstrate understanding of language as
				a system, including phonology, morphology, syntax, pragmatics, and
				semantics;
(b) use the major
				language acquisition theories to develop a standards-based ESL curriculum which
				teaches language and literacy through academic content areas;
(c) apply knowledge of the functions and
				registers of language to develop and modify instructional materials, deliver
				instruction, and promote English learner (EL) students' academic English
				language proficiency;
(d)
				facilitate students' use of their first language as a resource to promote
				academic learning and further development of the second language;
(e) implement a repertoire of research and
				evidence-based strategies that promote students' critical thinking and problem
				solving at all stages of language development;
(f) demonstrate understanding of Montana's
				major language and cultural groups and how cultural histories and identities
				affect language learning and achievement;
(g) establish goals, design curricula and
				instruction, and facilitate student learning in a manner that builds on
				students' linguistic and cultural diversity, promotes respect for linguistic
				differences, and creates a culturally responsive classroom
				environment;
(h) demonstrate
				understanding of language proficiency assessment tools used for identification,
				placement, and reclassification of ELs;
(i) demonstrate the ability to use a
				combination of assessments that measure language proficiency and content
				knowledge respectively to determine how level of language proficiency may
				affect the demonstration of academic performance;
(j) demonstrate the ability to build
				partnerships with colleagues and students' families, serve as community
				resources, and advocate for EL students;
(k) apply knowledge of historical,
				theoretical, and policy factors in EL education to the planning,
				implementation, evaluation, and improvement of instructional programs;
				and
(l) demonstrate successful
				completion of a two-year program, or the equivalent experience, in learning a
				second language.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.6 - Curriculum Principles and Standards: Advanced Programs › Rule 10.58.601 - PROGRAM PLANNING AND DEVELOPMENT

Current through Register Vol. 13, July 5, 2024
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.6 - Curriculum Principles and Standards: Advanced Programs › Rule 10.58.602 - TEACHING AREAS: ADVANCED PROGRAMS (Repealed)

Current through Register Vol. 13, July 5, 2024
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.6 - Curriculum Principles and Standards: Advanced Programs › Rule 10.58.603 - ASSESSMENT OF ADVANCED PROGRAMS (Repealed)

Current through Register Vol. 13, July 5, 2024
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.6 - Curriculum Principles and Standards: Advanced Programs › Rule 10.58.604 - ADVANCED PROGRAMS

Current through Register Vol. 13, July 5, 2024
(1) Advanced-level
				preparation is provided through programs at the graduate level leading to
				licensure, certification, or endorsement. Advanced-level programs are designed
				to develop P-12 teachers who have already completed initial licensure,
				currently licensed administrators, and other licensed school professionals for
				employment in P-12 districts. Advanced programs reviewed include the following:
(a) programs for the preparation of school
				counselors and school psychologists, if the program is not currently accredited
				through another national approved accreditor; or
(b) educational leadership programs leading
				to the preparation of principals, curriculum directors, supervisors, and
				superintendents.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.6 - Curriculum Principles and Standards: Advanced Programs › Rule 10.58.605 - ADVANCED CONTENT AND PEDAGOGICAL KNOWLEDGE

Current through Register Vol. 13, July 5, 2024
(1) The provider
				ensures that advanced program candidates:
(a)
				develop understanding of the critical concepts and principles of their
				discipline and by completion are able to use discipline-specific practices to
				advance the learning of all students toward attainment of college and
				careerreadiness standards specific to their discipline;
(b) demonstrate an understanding of and are
				able to apply knowledge and skills specific to their discipline to effectively
				work with all P-12 students and their families;
(c) demonstrate their proficiencies to
				understand and apply knowledge and skills appropriate to their professional
				field of specialization so that learning and development opportunities for all
				P-12 students are enhanced by:
(i) utilizing
				data literacy;
(ii) using research
				and understanding of qualitative, quantitative, and mixed methods research
				methodologies;
(iii) employing data
				analysis and/or evidence to develop a supportive learning
				environment;
(iv) leading and
				participating in collaborative activities with others such as peers,
				colleagues, teachers, administrators, community organizations, and parents;
				and
(v) supporting appropriate
				applications of technology for their field of specialization; and
(vi) applying laws, policies, and
				professional standards appropriate to their field of specialization;
(d) have opportunities to learn
				and apply specialized content and discipline knowledge contained in approved
				state and/or national discipline-specific standards; and
(e) demonstrate skills and commitment to
				creating supportive environments that afford all P-12 students access to
				rigorous college and careerready standards.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.6 - Curriculum Principles and Standards: Advanced Programs › Rule 10.58.606 - ADVANCED CLINICAL PARTNERSHIPS AND PRACTICE

Current through Register Vol. 13, July 5, 2024
(1) The provider:
(a) ensures that effective partnerships and
				high-quality clinical practice are central to candidates' preparation to
				develop the knowledge, skills, and professional dispositions necessary to
				demonstrate positive impact on all P-12 students' learning and development and
				appropriate for their professional specialty field;
(b) co-constructs mutually beneficial P-12
				school and community arrangements for clinical preparation and share
				responsibility for continuous improvement of advanced program candidate
				preparation by:
(i) ensuring partnerships for
				clinical preparation follow a range of forms, participants, and
				functions;
(ii) establishing
				mutually agreeable expectations for advanced program candidate entry,
				preparation, and exit;
(iii)
				ensuring that theory and practice are linked by maintaining coherence across
				clinical and academic components of preparation;
(iv) sharing accountability for advanced
				program candidate outcomes; and
(v)
				to the extent possible, providing opportunities for advanced candidates to
				complete clinical experiences in the district and school of their choice,
				including through recruitment and retention programs adopted by school
				districts, in accordance with statewide agreements among providers;
(c) ensures that partners
				co-select, prepare, evaluate, and support high-quality clinical educators, both
				provider and school-based, who demonstrate a positive impact on advanced
				program candidates' development and P-12 student learning and development;
				and
(d) works with partners to
				design and implement clinical experiences of sufficient depth, breadth,
				diversity, coherence, and duration to ensure that advanced program candidates
				demonstrate their developing effectiveness in creating environments that
				support all students' learning and development. Clinical experiences are
				structured to have multiple performance-based assessments at key points within
				the program to demonstrate advanced program candidates' development of the
				knowledge, skills, and professional dispositions, as delineated in ARM
				10.58.605, that are associated with creating a supportive school environment
				that results in a positive impact on the learning and development of all P-12
				students.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.6 - Curriculum Principles and Standards: Advanced Programs › Rule 10.58.607 - ADVANCED CANDIDATE QUALITY, RECRUITMENT, PROGRESSION, AND SUPPORT

Current through Register Vol. 13, July 5, 2024
(1) The provider:
(a) demonstrates that the quality of advanced
				program candidates is an ongoing and intentional focus so that completers are
				prepared to perform effectively and can be recommended for certification where
				applicable;
(b) develops and
				implements plans and efforts to know and address local, state, regional, and
				national needs for hard-to-staff schools and shortage fields. The goals and
				evidence show progress toward a high-quality advanced candidate pool, which
				reflects the diversity of Montana's P-12 students;
(c) sets admissions requirements, including a
				minimum GPA of 3.0 of the average grade point average of its accepted cohort of
				candidates, and gathers data to monitor applicants and selected pool of
				candidates, and designs the selection to completion policy that includes
				multiple assessment measures to determine admission, continuation in, and
				completion of programs, using data points that are valid and reliable
				predictors of advanced candidate success and demonstrate that the standard for
				high academic achievement and ability is met through multiple evaluations and
				sources of evidence;
(d) monitors
				dispositions beyond academic ability that advanced program candidates must
				demonstrate at admissions and during the program using valid and reliable
				measures;
(e) creates criteria for
				program progression and uses data to monitor advanced candidates from
				admissions through completion. The provider ensures that knowledge of and
				progression through transition points are transparent to candidates. The
				provider documents the need for candidate support, so advanced candidates meet
				milestones; and
(f) implements a
				system for effectively maintaining records of advanced candidate formal
				complaints and resolution documentation.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.6 - Curriculum Principles and Standards: Advanced Programs › Rule 10.58.608 - ADVANCED PROGRAM SATISFACTION WITH PREPARATION

Current through Register Vol. 13, July 5, 2024
(1) The provider:
(a) demonstrates, using valid and reliable
				data that employers are satisfied with the advanced program completers'
				preparation for their responsibilities working with P-12 students and their
				families; and
(b) demonstrates,
				using valid and reliable data, that advanced program completers perceive their
				preparation as relevant to the responsibilities they encounter on the job, and
				that the preparation was effective.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.6 - Curriculum Principles and Standards: Advanced Programs › Rule 10.58.609 - ADVANCED PROVIDER QUALITY ASSURANCE AND CONTINUOUS IMPROVEMENT

Current through Register Vol. 13, July 5, 2024
(1) The provider:
(a) develops a quality assurance system that
				consists of valid and reliable data from multiple measures that documents the
				advanced program's operational effectiveness and supports continuous
				improvement that is sustained and evidence-based. The provider uses the results
				of inquiry and data collection to establish priorities, enhance advanced
				program elements and capacity, and highlight innovations;
(b) implements and maintains a quality
				assurance system comprised of multiple measures that can monitor advanced
				program candidate progress and provider operational effectiveness. The provider
				documents the process of data entry and how data are reported and used in
				decision making to make advanced programmatic improvement;
(c) ensures that the quality assurance system
				relies on relevant, verifiable, representative, cumulative, and actionable
				measures to ensure interpretations of data are valid and consistent;
(d) regularly and systematically assesses
				advanced program performance against its goals and relevant standards, monitors
				results over time, tests innovations, and uses results to improve program
				elements and processes;
(e) ensures
				that data from the quality assurance system are based on established best
				practices, summarized, analyzed, shared widely, and acted upon in decision
				making related to advanced programs, resource allocation, and future direction;
				and
(f) assures that internal and
				external stakeholders, including, but not limited to, faculty, staff,
				candidates, completers, employers, practitioners, and school and community
				partners are engaged in advanced program design, evaluation, and continuous
				innovative improvement processes.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.7 - Specializations: Supervisory and Administrative Programs › Rule 10.58.701 - SUPERVISORS (REPEALED)

Current through Register Vol. 13, July 5, 2024
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.7 - Specializations: Supervisory and Administrative Programs › Rule 10.58.702 - SCHOOL PRINCIPALS (REPEALED)

Current through Register Vol. 13, July 5, 2024
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.7 - Specializations: Supervisory and Administrative Programs › Rule 10.58.703 - SCHOOL SUPERINTENDENTS (REPEALED)

Current through Register Vol. 13, July 5, 2024
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.7 - Specializations: Supervisory and Administrative Programs › Rule 10.58.704 - SCHOOL PRINCIPALS AND SUPERINTENDENTS (REPEALED)

Current through Register Vol. 13, July 5, 2024
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.7 - Specializations: Supervisory and Administrative Programs › Rule 10.58.705 - SCHOOL PRINCIPALS, SUPERVISORS, AND CURRICULUM DIRECTORS

Current through Register Vol. 13, July 5, 2024
(1) The program
				requires that a candidate who completes a school principal, supervisor, and
				curriculum director educational leadership preparation program understands and
				demonstrates the capacity to promote the current and future success and
				well-being of each student and adult by applying the knowledge, skills, and
				commitments necessary to:
(a)
				collaboratively lead, design, and implement a school mission, vision, and
				process for continuous improvement that reflects a core set of values and
				priorities that include data use, technology, supports for each student's
				learning needs, diversity, digital citizenship, and community. Successful
				candidates understand and demonstrate the capacity to:
(i) collaboratively evaluate, develop, and communicate a school
				mission and vision designed to reflect the core set of values and priorities,
				and have knowledge of:
(A) research on the
				role and importance of school mission and vision;
(B) processes for collaboratively developing
				a mission and vision;
(C) processes
				for developing an actionable mission and vision attentive to the core set of
				values and priorities; and
(D) the
				characteristics of well-written mission and vision
				statements;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.7 - Specializations: Supervisory and Administrative Programs › Rule 10.58.706 - SUPERINTENDENTS

Current through Register Vol. 13, July 5, 2024
(1) The program
				requires that a candidate who completes a superintendent educational leadership
				preparation program understands and demonstrates the capacity to promote the
				current and future success and well-being of each student and adult by applying
				the knowledge, skills, and commitments necessary to:
(a) collaboratively design, communicate, and evaluate a district
				mission and vision that reflects a core set of values and priorities that
				include data use, technology, support for each student's learning needs,
				diversity, digital citizenship, and community. Successful candidates understand
				and demonstrate the capacity to:
(i)
				collaboratively evaluate, develop, and communicate a district mission and
				vision designed to reflect the core set of values and priorities, and have
				knowledge of:
(A) research on the role and
				importance of district mission and vision;
(B) processes for collaboratively developing a mission and
				vision;
(C) processes for
				developing an actionable mission and vision attentive to the core set of
				values; and
(D) the
				characteristics of well-written mission and vision
				statements;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.8 - Innovative and Experimental Programs › Rule 10.58.801 - TYPES OF PROGRAMS (Repealed)

Current through Register Vol. 13, July 5, 2024
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.8 - Innovative and Experimental Programs › Rule 10.58.802 - APPROVAL OF NEW CURRICULAR PROGRAMS

Current through Register Vol. 13, July 5, 2024
(1) The
				provider may request the approval of a new curricular program by describing the
				purpose, need, and objectives of the program and the impact on P-12 education.
(2) The provider:
(a) ensures that the program of study is
				based on current research, proven practice, and emerging trends in this field
				of P-12 school curriculum;
(b)
				works cooperatively with accredited school districts, education organizations,
				agencies, and P-20 stakeholders to design the program;
(c) implements, assesses, and evaluates the
				program's impact on the identified P-12 needs;
(d) submits regular and systematic reports of
				the program's impact on P-12 education to the state superintendent and the
				Board of Public Education; and
(e)
				updates and maintains program information on its Web page.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.9 - Standards for Approving Competency-Based or Performance-Based Programs › Rule 10.58.901 - STANDARDS FOR APPROVING COMPETENCY-BASED OR PERFORMANCE-BASED PROGRAMS (Repealed)

Current through Register Vol. 13, July 5, 2024
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.59 - SCHOOL FOR THE DEAF AND BLIND FOUNDATION › Subchapter 10.59.1 - School for the Deaf and Blind Foundation › Rule 10.59.101 - BOARD OF PUBLIC EDUCATION POLICY STATEMENT

Current through Register Vol. 13, July 5, 2024
(1)
				All real and personal property transferred to the board of public education,
				Montana school for the deaf and blind, or school for the deaf and blind
				foundation by purchase, gift, devise, bequest or otherwise acquired and the
				proceeds, interest and income of such property for the use and benefit of the
				school and its students shall be vested in the school for the deaf and blind
				foundation.
Sec.
					 20-8-103,
					 MCA; IMP, Sec.
					 20-8-111,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.59 - SCHOOL FOR THE DEAF AND BLIND FOUNDATION › Subchapter 10.59.1 - School for the Deaf and Blind Foundation › Rule 10.59.102 - CONTRACT BETWEEN THE BOARD OF PUBLIC EDUCATION AND THE SCHOOL FOR THE DEAF AND BLIND FOUNDATION

Current through Register Vol. 13, July 5, 2024
(1) The board of
				public education shall contract with the school for the deaf and blind
				foundation for the management of such property and its proceeds, interest and
				income.
Sec.
					 20-8-103,
					 MCA; IMP, Sec.
					 20-8-111,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.59 - SCHOOL FOR THE DEAF AND BLIND FOUNDATION › Subchapter 10.59.1 - School for the Deaf and Blind Foundation › Rule 10.59.103 - CONTENTS OF THE CONTRACT

Current through Register Vol. 13, July 5, 2024
(1) The contract
				between the board of public education and the foundation must require the
				foundation to have:
(a) articles of
				incorporation which without limitation stipulate that the superintendent of the
				school for the deaf and blind shall by virtue of the office be one of the
				directors of the foundation until a successor is duly appointed;
(b) bylaws which without limitation cover
				selection of officers, meetings, compensation for services, and amendment
				procedures; and
(c) policy which
				covers the acceptance, management, and expenditure of foundation property,
				proceeds, interest, and income.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.59 - SCHOOL FOR THE DEAF AND BLIND FOUNDATION › Subchapter 10.59.1 - School for the Deaf and Blind Foundation › Rule 10.59.104 - QUARTERLY REPORT

Current through Register Vol. 13, July 5, 2024
(1) The presiding
				officer of the foundation or his designee shall report to the board of public
				education each quarter at one of its regular meetings:
(a) Principal and income statement
				identifying investment holdings;
(b) List of designated funds or restricted
				gifts;
(c) Receipts and
				expenditures;
(d) Meetings held and
				minutes.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.60 - SPECIAL EDUCATION › Subchapter 10.60.1 - Board of Public Education Policy Statement › Rule 10.60.101 - BOARD OF PUBLIC EDUCATION POLICY STATEMENT

Current through Register Vol. 13, July 5, 2024
(1)
				It shall be the policy of the board of public education to foster the
				development and continuation of appropriate special education services for all
				identified children with disabilities with the opportunity to become confident,
				dignified and self-sufficient members of society to the greatest extent
				possible.
Sec.
					 20-2-121,
					 MCA; IMP, Sec.
					 20-7-402,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.60 - SPECIAL EDUCATION › Subchapter 10.60.1 - Board of Public Education Policy Statement › Rule 10.60.102 - DUE PROCESS IN SERVICES

Current through Register Vol. 13, July 5, 2024
(1) Special
				education services shall include the provision of due process to ensure the
				rights of children with disabilities. The goal of due process is to prevent
				harm to children, parents and society. Due process shall include protection
				regarding the following:
(a) identification
				of disability;
(b) development of
				education program;
(c) placement
				with the education program; and
(d)
				annual review of education program and placement.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.60 - SPECIAL EDUCATION › Subchapter 10.60.1 - Board of Public Education Policy Statement › Rule 10.60.103 - IDENTIFICATION OF CHILDREN WITH DISABILITIES

Current through Register Vol. 13, July 5, 2024
(1)
				In order that a free, appropriate, public education be provided to all
				children, all persons who can assist in identifying the disability and
				determine services to meet the needs of a child shall participate in the
				placement process.
(2) Child study
				teams shall be used to identify children with disabilities, and instructional
				teams shall be used to plan individual education programs. Parents shall be
				involved in the child study team process and shall be included in the
				development of the individualized education plan.
(3) To assure correct identification of
				disabilities and proper educational placement, children shall have the
				opportunity for a comprehensive educational evaluation.
Sec.
					 20-2-121,
					 MCA; IMP, Sec.
					 20-7-402,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.60 - SPECIAL EDUCATION › Subchapter 10.60.1 - Board of Public Education Policy Statement › Rule 10.60.104 - ANNUAL REPORT OF SPECIAL EDUCATION PROGRAMS IN MONTANA

Current through Register Vol. 13, July 5, 2024
(1) The superintendent of public instruction
				will report to the board of public education each December the number of
				special education programs in the state, number of students enrolled in the
				programs and the total budget costs anticipated for the programs for the
				current school year.
Sec.
					 20-2-121,
					 MCA; IMP, Sec.
					 20-7-402,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.61 - MONTANA SCHOOL FOR THE DEAF AND BLIND › Subchapter 10.61.1 - General Policy › Rule 10.61.101 - COOPERATIVE PROGRAMS BETWEEN THE MONTANA SCHOOL FOR THE DEAF AND BLIND AND GREAT FALLS SCHOOL DISTRICT #1

Current through Register Vol. 13, July 5, 2024
(1) The
				board of public education authorizes and en-courages the administration of the
				Montana school for the deaf and blind to enter into cooperative education and
				training pro-grams with school district #1 when such arrangements are mutually
				agreed upon and serve the best interests of children. Such programs shall be
				reported to the board with appropriate rationale and evaluation
				results.
Sec.
					 20-2-114
					 and
					 20-8-103
					 MCA; IMP, Sec.
					 20-8-103
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.61 - MONTANA SCHOOL FOR THE DEAF AND BLIND › Subchapter 10.61.1 - General Policy › Rule 10.61.102 - RESPONSIBILITY FOR OUTREACH AND ITINERANT SER-VICES FOR THE HEARING IMPAIRED AND VISUALLY IMPAIRED

Current through Register Vol. 13, July 5, 2024
(1) To be
				consistent with the philosophy of least restrictive alternative for education
				and to maintain a continuum of alternatives which assures the best possible
				availability of services and materials, the board authorizes the Montana school
				for the deaf and blind to provide regional services of itinerant con-sultants
				and instructional tools, materials and books from the center at the school in
				Great Falls, and that these services shall be made available to all school
				districts in the state and shall function in cooperation with the regional
				offices for special education.
Sec.
					 20-2-114
					 and
					 20-8-103
					 MCA; IMP, Sec.
					 20-8-103
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.61 - MONTANA SCHOOL FOR THE DEAF AND BLIND › Subchapter 10.61.1 - General Policy › Rule 10.61.103 - SUMMER PROGRAMS SPONSORED BY THE MONTANA SCHOOL FOR THE DEAF AND BLIND

Current through Register Vol. 13, July 5, 2024
(1) Upon application and approval by the
				board of public education and contingent on supplementary source of funding,
				the Montana school for the deaf and blind may conduct instructional and/or
				educational programs during the summer months.
Sec.
					 20-2-114
					 and
					 20-8-103
					 MCA; IMP, Sec.
					 20-8-103
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.61 - MONTANA SCHOOL FOR THE DEAF AND BLIND › Subchapter 10.61.1 - General Policy › Rule 10.61.104 - SCHOOL CALENDAR, LENGTH OF SCHOOL YEAR, AND RE-QUIRED SCHOOL VACATIONS

Current through Register Vol. 13, July 5, 2024
(1) The board establishes as policy that the
				administration of the Montana school for the deaf and blind shall:
(a) adopt a yearly calendar having not less
				than 180 or more than 186 instructional days;
(b) such yearly calendar may be adjusted to
				coincide with the school calendar adopted by the Great Falls school district
				#1;
(c) require that all children
				go their respective homes for all residential closings during the
				year.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.61 - MONTANA SCHOOL FOR THE DEAF AND BLIND › Subchapter 10.61.2 - Student Policy › Rule 10.61.201 - ADMISSION OF STUDENTS TO THE MONTANA SCHOOL FOR THE DEAF AND BLIND

Current through Register Vol. 13, July 5, 2024
(1) The following procedures shall govern the
				admission of students at the Montana school for the deaf and blind:
(a) The parent or legal guardian must
				complete an appli-cation for admission.
(b) A medical examination form must be filed
				from the family doctor.
(c)
				Appropriate data and/or assessment of hearing loss or impairment of vision must
				accompany the application.
(d) The
				parents or guardian, with their child, must visit the school.
(e) Within practical limitation of time, but
				not exceed-ing six months, a child study team shall be called on each child
				admitted or considered for admission. The composition of the child study team
				shall follow the rules and regulations set forth by the office of the
				superintendent of public instruction.
(f) A child study team shall be called yearly
				for reassessment of the child's placement at the school.
(g) The school shall follow the mandates of
				Public Law 94-142 regarding admission of students.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.61 - MONTANA SCHOOL FOR THE DEAF AND BLIND › Subchapter 10.61.2 - Student Policy › Rule 10.61.202 - RESIDENCE OF CHILDREN AT THE MONTANA SCHOOL FOR THE DEAF AND BLIND

Current through Register Vol. 13, July 5, 2024
(1) Admission of children as residents in the
				dormitory at the Montana school for the deaf and blind shall be as follows:
(a) All children otherwise certified as
				admissable students and residing outside the immediate area of the city of
				Great Falls may reside in the dormitory during regular school days.
(b) All children otherwise certified as
				admissable stu-dents and residing within the city of Great Falls and its
				im-mediate surrounding area shall be day students--meaning that they shall go
				to their respective homes each day after regular school hours.
(c) Under certain conditions of need or
				social considera-tions, day students may be admitted as resident students
				pro-vided such recommendation is made by:
(i)
				the welfare department
(ii) a
				review committee comprised of the superintendent of the school, the dean of
				students, the principal, and a teacher.
(d) In such cases, the arrangement must be
				discussed with the parent or guardian and is subject to review
				periodically.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.61 - MONTANA SCHOOL FOR THE DEAF AND BLIND › Subchapter 10.61.2 - Student Policy › Rule 10.61.203 - NON-RESIDENT CHILDREN ADMITTANCE TO THE MONTANA SCHOOL FOR THE DEAF AND BLIND

Current through Register Vol. 13, July 5, 2024
(1) Inasmuch as the
				physical facilities and staff of the school are utilized to their fullest for
				residential children of Montana, the board of pub-lic education directs the
				superintendent to not accept application for admittance of any child who is not
				a resident of the state of Montana.
Sec.
					 20-2-114
					 and
					 20-8-103
					 MCA; IMP, Sec.
					 20-8-103
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.61 - MONTANA SCHOOL FOR THE DEAF AND BLIND › Subchapter 10.61.2 - Student Policy › Rule 10.61.204 - TRANSFER TO LOCAL EDUCATION AGENCY

Current through Register Vol. 13, July 5, 2024
(1) The
				transfer of students from the Montana school for the deaf and blind to another
				educational placement shall be accomplished by:
(a) recommendation of the child study
				team;
(b) concurrence of the
				parents; and
(c) consultation with
				and acceptance by the local education agency.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.61 - MONTANA SCHOOL FOR THE DEAF AND BLIND › Subchapter 10.61.2 - Student Policy › Rule 10.61.205 - SUSPENSION

Current through Register Vol. 13, July 5, 2024
(I) For those circumstances or conditions
				where a student at the Montana school for the deaf and blind is to be
				suspended, the superintendent shall use the following procedures. (Suspension
				is defined as a short term guidance or disciplinary placement of the child at
				home with his/her parent or guardian. Suspension shall not exceed one week at a
				time.)
(a) Call together an appropriate
				committee to examine the circumstances and reasons for action of
				suspension.
(b) Examine all other
				alternatives.
(c) Communicate and
				discuss the matter with the parents or guardian.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.61 - MONTANA SCHOOL FOR THE DEAF AND BLIND › Subchapter 10.61.2 - Student Policy › Rule 10.61.206 - EXPULSION OF STUDENTS FROM THE MONTANA SCHOOL FOR THE DEAF AND BLIND

Current through Register Vol. 13, July 5, 2024
(1) Expulsion will be resorted to only when
				it is evident that there is little or no possibility of the pupil's being able
				to benefit from continued school experience and that his presence would
				constitute a hazard to the school program. Expulsion or permanent exclusion is
				solely the direct responsibility of the board of public education.
(2) The parents or guardians shall be
				notified in writing of their opportunity to appear before the Board of Public
				Education prior to any action of expulsion.
(3) The superintendent shall make an
				administrative recommendation to the board based on a thorough investigation of
				the case and the recommendation of the school principal or director of child
				care services.
(4) If the board
				expels the student, the secretary to the board shall officially notify his
				parent(s) or guardian(s) of the action.
(5) Readmission of an expelled student is
				possible provided the cause(s) leading to the expulsion have been corrected or
				substantially diminished.
(6)
				Readmission is subject to approval by the board.
Sec.
					 20-2-114
					 and Sec.
					 20-8-103
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.61 - MONTANA SCHOOL FOR THE DEAF AND BLIND › Subchapter 10.61.2 - Student Policy › Rule 10.61.207 - STUDENT TRANSPORTATION

Current through Register Vol. 13, July 5, 2024
(1) The board
				establishes as policy that the administration of the Montana school for the
				deaf and blind shall provide for each residential student the most
				cost-effective and convenient method of transportation to and from home each
				scheduled travel weekend during the time when school is in session.
(2) The superintendent of the school for the
				deaf and blind shall determine the appropriate means of transportation applying
				the following criteria:
(a) Preference shall
				be given to scheduled commercial air or ground carriers where such
				transportation will not unduly inconvenience the student or his family and
				where student supervisors will not be required.
(i) In assessing inconvenience to the student
				and his family, the superintendent shall consider the amount of time the
				student is enroute and the distance the family must travel to meet the student
				at the termination of commercial carrier service.
(ii) The superintendent may provide scheduled
				ground transportation service only through a carrier certified by the public
				service commission.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.62 - FIRE SERVICES TRAINING SCHOOL › Subchapter 10.62.1 - Certification › Rule 10.62.101 - FIRE DEPARTMENT INSTRUCTOR CERTIFICATION (REPEALED)

Current through Register Vol. 13, July 5, 2024
Sec.
					 20-2-114,
					 20-31-102
					 MCA; IMP, Sec.
					 20-31-103,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.62 - FIRE SERVICES TRAINING SCHOOL › Subchapter 10.62.1 - Certification › Rule 10.62.102 - COURSE CERTIFICATION (REPEALED)

Current through Register Vol. 13, July 5, 2024
Sec.
					 20-2-114,
					 20-31-102
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.62 - FIRE SERVICES TRAINING SCHOOL › Subchapter 10.62.1 - Certification › Rule 10.62.103 - CERTIFICATION OF FIREFIGHTER I, CERTIFIED FIREFIGHTER II, AND ADVANCED CERTIFIED FIREFIGHTER III (REPEALED)

Current through Register Vol. 13, July 5, 2024
Sec.
					 20-2-114,
					 20-31-102
					 MCA; IMP, Sec.
					 20-31-103
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.63 - EARLY CHILDHOOD EDUCATION › Subchapter 10.63.1 - Preschool Education Standards › Rule 10.63.101 - APPLICATION AND PROCEDURES

Current through Register Vol. 13, July 5, 2024
(1) The early
				childhood education standards are focused on developmentally appropriate
				supports and strategies to enhance learning outcomes for a child between the
				ages of 3 and 5 for preschool programs and between the ages of 4 and 5 for
				early literacy targeted interventions implemented through the classroom-based
				program for 4-year-olds and summer jumpstart program preceding kindergarten.
				Use of these standards for a public preschool program is subject to the funding
				limits of 20-7-117(2) and
				20-9-311(7) (a),
				MCA. Use of these standards for early literacy targeted interventions
				implemented through the classroom-based program for 4-year-olds and summer
				jumpstart program preceding kindergarten is subject to the provisions of Title
				20, chapter 7, part 18, MCA.
(2)
				The trustees of a school district, pursuant to Title 20, chapter 6, MCA, may
				establish a public early childhood education program to meet the unique
				developmental needs for children between the ages of 3 and 5 for preschool
				programs and between the ages of 4 and 5 for early literacy targeted
				interventions implemented through the classroom-based program for 4-year-olds
				and summer jumpstart program preceding kindergarten. When early childhood
				education programs are established they must be an integral part of the public
				school and must be governed according to the following accreditation standards
				for the early childhood education standards of early learning content and
				accreditation in coordination with the standards outlined for schools within
				ARM Title 10, chapter 55, excluding
				10.55.601,
				10.55.602,
				10.55.603,
				10.55.704,
				10.55.705,
				10.55.709,
				10.55.710,
				10.55.712,
				10.55.715, and ARM Title 10,
				chapter 55, subchapters 10 through 21. For the purposes of the accreditation
				process detailed in ARM
				10.55.606, preschool programs will
				be assessed on the program's assurance standards only.
(3) Early childhood education programs shall
				meet this chapter's curriculum, instruction, and program delivery standards,
				supporting children's development of the knowledge and skills outlined in the
				content standards in ARM
				10.63.110, which describe the
				expectations for what young children should know, understand, and be able to do
				across the four core developmental domains of learning upon entrance to
				kindergarten.
(4) Montana's early
				childhood education standards shall be reviewed and revised on a recurring
				schedule with input from representatives of accredited schools.
AUTH: Mont. Const. Art. X, sec. 9,
					 20-2-114,
					 20-7-101,
					 20-7-1803, MCA; IMP: Mont. Const.
					 Art. X, sec. 9,
					 20-7-101,
					 20-7-117,
					 20-7-1803,
					 MCA
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.63 - EARLY CHILDHOOD EDUCATION › Subchapter 10.63.1 - Preschool Education Standards › Rule 10.63.102 - DEFINITIONS

Current through Register Vol. 13, July 5, 2024
(1) For the purposes of this chapter, the
				following terms apply:
(a) "Accreditation"
				means certification by the Board of Public Education that a school meets the
				adopted standards of the Board of Public Education for a specified school
				year.
(b) "Assessment" means the
				gathering, organizing, and evaluation of information about student learning in
				order to monitor and measure student learning, the effectiveness of the
				instructional program, and to inform local policies and decisions.
(c) "Developmental domain" means the broad,
				interrelated categories or dimensions of early childhood development reflective
				of early childhood education children's learning and growth. The four core
				domains include social and emotional, physical, language, and
				cognitive.
(d) "Early childhood
				curriculum" means an articulated educational plan for young children, which is
				grounded in research-based understandings of child development and
				developmentally appropriate practices. Curriculum guides the teaching process
				from identifying what to teach, including early content standards in each of
				the four developmental domains and how to teach, including developing learning
				experiences based upon individual and group outcomes, and assessing what was
				learned then using this data to inform future planning and teaching. For early
				literacy targeted interventions implemented through the classroom-based program
				for 4-year-olds and summer jumpstart program preceding kindergarten, the
				curriculum must embrace the four developmental domains while focusing on the
				subject of literacy with a goal of establishing a trajectory leading to reading
				proficiency at the end of third grade.
(e) "Learning center" means a self-contained
				area of the classroom featuring a wide variety of hands-on materials that
				children can choose and use independently which are organized around a
				curriculum area (science, math, art, music, dramatic play, literacy) or a
				specific kind of play material (blocks, sensory, manipulative).
(f) "Paraprofessional" means an adult with
				the qualifications detailed in ARM
				10.63.115
										10.63.105 who works under the
				direct supervision of a teacher and who may work independently in a teacher's
				absence, but for the majority of the time works directly with the teacher in
				the same space with the same group of students.
(g) "Teacher" means a licensed individual as
				defined in ARM
				10.55.602, with primary
				responsibility for a group or class of early childhood education
				students.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.63 - EARLY CHILDHOOD EDUCATION › Subchapter 10.63.1 - Preschool Education Standards › Rule 10.63.103 - LEADERSHIP

Current through Register Vol. 13, July 5, 2024
(1) The program leadership shall effectively
				implement policies, procedures, and systems that support stable staff and
				strong personnel, fiscal, and program management so all students, families, and
				staff have high-quality experiences.
(2) Professional development for early
				childhood education educators as required by ARM
				10.55.714 should be tailored to
				early childhood development and learning.
(3) Professional development completed by
				elementary (K-8) educators providing early literacy targeted interventions
				should be tailored to such interventions. The elementary (K-8) educators
				providing early literacy targeted interventions, the employing districts, and
				accredited educator preparation providers, pursuant to ARM
				10.58.102, are encouraged to
				collaborate to develop professional development options that support attainment
				of qualifications leading to an early childhood education (P-3)
				endorsement.
AUTH: Mont. Const. Art. X, sec. 9,
					 20-2-114,
					 20-7-101,
					 20-7-1803, MCA; IMP: Mont. Const.
					 Art. X, sec. 9,
					 20-7-101,
					 20-7-117,
					 20-7-1803,
					 MCA
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.63 - EARLY CHILDHOOD EDUCATION › Subchapter 10.63.1 - Preschool Education Standards › Rule 10.63.104 - TEACHER ASSIGNMENTS AND QUALIFICATIONS FOR PUBLIC PRESCHOOL AND EARLY LITERACY TARGETED INTERVENTIONS

Current through Register Vol. 13, July 5, 2024
(1) Teachers shall
				be assigned at the levels for which they are licensed and endorsed in
				accordance with state statutes and Board of Public Education rules.
(2) Teachers with an early childhood (P-3)
				endorsement shall be considered to be appropriately licensed, endorsed, and
				assigned to teach in an accredited preschool program.
(3) While teachers with an early childhood
				(P-3) endorsement are encouraged, teachers with either an early childhood (P-3)
				endorsement or an elementary (K-8) endorsement shall be considered to be
				appropriately licensed, endorsed, and assigned to teach early literacy targeted
				interventions implemented through the classroom-based program for 4-year-olds
				and summer jumpstart program preceding kindergarten. Teachers with an
				elementary (K-8) endorsement who are teaching early literacy targeted
				interventions implemented through the classroom-based program for 4-year-olds
				and summer jumpstart program preceding kindergarten are encouraged to pursue
				professional development as outlined in
				10.63.103 to ensure delivery of
				high-quality early literacy targeted interventions.
AUTH: Mont. Const. Art. X, sec. 9,
					 20-2-114,
					 20-7-101,
					 20-7-1803, MCA; IMP: Mont. Const.
					 Art. X, sec. 9,
					 20-7-101,
					 20-7-117,
					 20-7-1803,
					 MCA
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.63 - EARLY CHILDHOOD EDUCATION › Subchapter 10.63.1 - Preschool Education Standards › Rule 10.63.105 - EARLY CHILDHOOD PARAPROFESSIONAL QUALIFICATIONS

Current through Register Vol. 13, July 5, 2024
(1) Early childhood paraprofessionals must
				have:
(a) completed two years of study at an
				institution of higher education; or
(b) obtained an associate's (or higher)
				degree; or
(c) a high school
				diploma and meet a rigorous standard of quality and be able to demonstrate
				knowledge of and the ability to assist in the delivery of the curriculum,
				instruction, and program delivery standards to support students development of
				the knowledge and skills outlined in the early learning content standards.