Administrative Rules of the State of Montana

BEFORE THE BOARD OF PUBLIC EDUCATION

OF THE STATE OF MONTANA

In the matter of the adoption of New Rules I through New Rule XVI, the amendment of ARM 10.54.3610 through 10.54.3613, 10.54.3620 through 10.54.3623, 10.54.3630 through 10.54.3633, 10.54.3640 through 10.54.3643, and the repeal of ARM 10.54.3010 through 10.54.3013, 10.54.3020 through 10.54.3023, 10.54.3030 through 10.54.3033, 10.54.3040 through 10.54.3043, 10.54.3050 through 10.54.3053, 10.54.3087 through 10.54.3098, 10.54.3210 through 10.54.3213, 10.54.3220 through 10.54.3223, 10.54.3230 through 10.54.3233, 10.54.3240 through 10.54.3243, 10.54.3250 through 10.54.3253, 10.54.3287 through 10.54.3298, 10.54.3410 through 10.54.3413, 10.54.3420 through 10.54.3423, 10.54.3430 through 10.54.3433, 10.54.3440 through 10.54.3443, 10.54.3450 through 10.54.3453, 10.54.3460 through 10.54.3463, 10.54.3487 through 10.54.3498, 10.54.3687 through 10.54.3698, 10.54.3810 through 10.54.3813, 10.54.3820 through 10.54.3823, 10.54.3830 through 10.54.3833, 10.54.3840 through 10.54.3843, 10.54.3887 through 10.54.3898, pertaining to communication arts content standards and performance descriptors

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

TO: All Concerned Persons

1. On December 17, 2009 at 9:00 a.m., the Board of Public Education will hold a public hearing in the conference room of the Office of Public Instruction building, at 1201 11th Avenue, Helena, Montana, to consider the proposed adoption, amendment, and repeal of the above-stated rules.

2. The Board of Public Education will make reasonable accommodations for persons with disabilities who wish to participate in this rulemaking process or need an alternative accessible format of this notice. If you require an accommodation, contact the Board of Public Education no later than 5:00 p.m. on December 3, 2009, to advise us of the nature of the accommodation that you need. Please contact Steve Meloy, P.O. Box 200601, Helena, Montana, 59620-0601, telephone (406) 444-6576; fax (406) 444-0847; or e-mail smeloy@mt.gov.

3. Reason: The Board of Public Education has determined it is reasonable and necessary to adopt, amend, and repeal rules relating to the communication arts content standards and performance descriptors pursuant to Administrative Rules of Montana 10.54.2503 Standards Review Schedule. The board has determined that to stay consistent with the legislative intent of Senate Bill 152 of the 2005 Montana Legislative Session the board must review and make contemporary amendments to its standards. The Legislature recognizes the need to reassess educational needs on a cyclical basis and the board recognizes its standards represent the minimum standards. These standards are the basis upon which a quality system is built and maintained. The board strives to conform to a five-year review cycle for every chapter of accreditation. The standards review process uses context information, criteria, processes, and procedures identified by the Office of Public Instruction with input from representatives of accredited schools.

The communication arts content standards include, speaking and listening, reading, literature, media literacy, and writing. These standards were previously under separate chapters and are now being combined under communication arts. The communication arts performance descriptors are being adopted as new rules and will be placed in a separate chapter. The chapters which formerly contained the reading, literature, media literacy, and writing standards and performance descriptors are being repealed.

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

NEW RULE I COMMUNICATION ARTS WRITING CONTENT STANDARD 5

(1) To satisfy the requirements of communication arts writing content standard 5, a student must write to communicate effectively for a variety of purposes and audiences.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE II BENCHMARK FOR COMMUNICATION ARTS WRITING CONTENT STANDARD 5 FOR END OF GRADE 4 (1) The benchmark for communication arts writing content standard 5 for a student at the end of grade 4 is the ability to:

(a) identify and demonstrate the steps used in the writing process, i.e., prewriting, planning, drafting, revising, editing, and publishing;

(b) select appropriate topics and generate topic sentences that indicate the writer's purpose for writing;

(d) organize writing using a logical progression of ideas;

(e) demonstrate awareness of language choices and their impact on writing through use of voice, sentence fluency, and word choice when writing;

(f) identify and practice conventions of standard written English (e.g., usage, punctuation, and spelling), appropriate purpose, audience, and form;

(g) identify the purpose, audience, and format in one's own writing;

(h) identify and write using different writing forms and genres;

(i) demonstrate ability to maintain topical focus through written work;

(j) use information problem solving process to research a topic;

(k) identify the owner of ideas and information, with respect to all forms of information (e.g., oral resources), including Montana American Indians;

(l) set goals for writing progress; and

(m) recognize and use writing as a means of clarifying thinking and reflecting.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE III BENCHMARK FOR COMMUNICATION ARTS WRITING CONTENT STANDARD 5 FOR END OF GRADE 8 (1) The benchmark for communication arts writing content standard 5 for a student at the end of grade 8 is the ability to:

(a) apply the steps of the writing process in a variety of written work;

(b) select appropriate topics and generate thesis statements that indicate the writer's purpose for writing;

(d) organize writing using transitions and a logical progression of ideas;

(e) demonstrate knowledge of language choices and their impact on writing through control of voice, strong sentence fluency, and effective word choice;

(f) apply conventions of standard written English (e.g., usage, punctuation, and spelling) appropriate for purpose audience and form;

(g) identify and describe the purpose, audience, format, and tone in one's own writing;

(h) analyze the characteristics of different writing forms and genres and write in a variety of forms and genres;

(i) compose written works demonstrating the ability to sustain focus through a variety of forms and genres;

(j) use information problem solving process to collect and utilize information to research a topic;

(k) obtain and use information legally and respectfully and appropriately credit ideas and words of others, including those of Montana American Indians;

(l) set goals, seek feedback, and monitor writing progress; and

(m) use writing as a means of clarifying thought and reflecting on learning.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE IV BENCHMARK FOR COMMUNICATION ARTS WRITING CONTENT STANDARD 5 UPON GRADUATION (1) The benchmark for communication arts writing content standard 5 for a student upon graduation is the ability to:

(a) apply the steps of the writing process to develop, evaluate, and refine writing;

(b) independently select topics and generate complex thesis statements that indicate the writer's purpose for writing;

(d) organize writing using a logical progression of ideas and transitions to effectively convey the relationships among them;

(e) demonstrate knowledge of language choices and their impact on writing by showing purposeful control of voice, sentence fluency, and word choice;

(f) apply conventions of standard written English (e.g., usage, punctuation, and spelling) appropriate for purpose, audience, and form;

(g) articulate and evaluate the purpose and audience and select and use appropriate format and tone in one's own writing;

(h) write using a variety of forms and genres and evaluate one's own and others' writing for effectiveness of form and genre;

(i) compose a variety of written works utilizing complex ideas and detailed support that demonstrate the ability to maintain a sustained focus;

(j) use information problem solving process to effectively synthesize information to research a topic;

(k) follow copyright laws and fair use guidelines when using the intellectual property of others, including that of Montana American Indians, and appropriately credit ideas and words of others;

(l) set goals, seek feedback, and evaluate writing progress; and

(m) select and use forms of writing to clarify thought, extend learning, and reflect on experience.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE V GRADE 4 PERFORMANCE DESCRIPTORS AT THE ADVANCED LEVEL (1) A student at the advanced level in communication arts demonstrates superior performance. He/she demonstrates highly developed knowledge and skills that reflect a coherent understanding of the subject. He/she can transfer learning to other situations, can apply knowledge to question, reason, and solve problems, and employs metacognitive skills.

(a) The student demonstrates the knowledge and skills under communication arts speaking and listening content standard 1 by:

(i) understanding components of the communication process;

(ii) using elements of effective speaking;

(iii) using elements of effective listening;

(iv) selecting topics and organizing information;

(v) adapting to audience, setting, and purpose;

(vi) using feedback to self-monitor;

(vii) listening and responding to cultural stories; and

(viii) displaying respect in speaking and listening.

(b) The student demonstrates the knowledge and skills under communication arts reading standard 2 by:

(i) decoding words;

(ii) developing vocabulary;

(iii) reading sight words;

(iv) using strategies to self-correct;

(v) making connections to text;

(vi) making predictions;

(vii) generating and answering questions;

(viii) explaining a series of events;

(ix) identifying main ideas and supporting details;

(x) making inferences;

(xi) identifying and using text features;

(xii) comparing and contrasting information;

(xiii) identifying cause and effect;

(xiv) recognizing the author's purpose, point of view, and language; and

(xv) setting goals.

(i) identifying literary elements;

(ii) explaining language use and literary devices;

(iii) identifying characteristics of genre;

(iv) identifying culture and history;

(v) comparing personal experiences with literature; and

(vi) justifying personal responses to literature.

(d) The student demonstrates the knowledge and skills under communication arts media literacy standard 4 by:

(i) recognizing techniques and purposes used in media messages;

(ii) identifying sources of media messages;

(iii) identifying fact, fiction, and opinion in media messages;

(iv) recognizing proper use and creation of media messages;

(v) recognizing guidelines for using and creating media messages;

(vi) recognizing consequences when using and creating media messages;

(vii) creating media messages; and

(viii) recognizing that media embeds values and influences.

(e) The student demonstrates the knowledge and skills under communication arts writing standard 5 by:

(i) identifying and using steps of the writing process;

(ii) selecting a topic and generating a topic sentence;

(iii) developing the main idea;

(iv) organizing writing;

(v) identifying language choice and its impact;

(vi) identifying and practicing conventions;

(vii) identifying purpose, audience, and format;

(viii) identifying writing forms and genres;

(ix) maintaining focus of topic in writing;

(x) using information problem solving process;

(xi) using information legally;

(xii) setting goals for writing; and

(xiii) recognizing and using writing to think and reflect.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE VI GRADE 4 PERFORMANCE DESCRIPTORS AT THE PROFICIENT LEVEL (1) A student at the proficient level in communication arts demonstrates solid academic performance by consistently meeting grade level expectations. He/she demonstrates the knowledge and skills required to be successful.

(a) The student demonstrates the knowledge and skills under communication arts speaking and listening content standard 1 by:

(i) understanding components of the communication process;

(ii) using elements of effective speaking;

(iii) using elements of effective listening;

(iv) selecting topics and organizing information;

(v) adapting to audience, setting, and purpose;

(vi) using feedback to self-monitor;

(vii) listening and responding to cultural stories; and

(viii) displaying respect in speaking and listening.

(b) The student demonstrates the knowledge and skills under communication arts reading standard 2 by:

(i) decoding words;

(ii) developing vocabulary;

(iii) reading sight words;

(iv) using strategies to self-correct;

(v) making connections to text;

(vi) making predictions;

(vii) generating and answering questions;

(viii) explaining a series of events;

(ix) identifying main ideas and supporting details;

(x) making inferences;

(xi) identifying and using text features;

(xii) comparing and contrasting information;

(xiii) identifying cause and effect;

(xiv) recognizing the author's purpose, point of view, and language; and

(xv) setting goals.

(i) identifying literary elements;

(ii) explaining language use and literary devices;

(iii) identifying characteristics of genre;

(iv) identifying culture and history;

(v) comparing personal experiences with literature; and

(vi) justifying personal responses to literature.

(d) The student demonstrates the knowledge and skills under communication arts media literacy standard 4 by:

(i) recognizing techniques and purposes used in media messages;

(ii) identifying sources of media messages;

(iii) identifying fact, fiction, and opinion in media messages;

(iv) recognizing proper use and creation of media messages;

(v) recognizing guidelines for using and creating media messages;

(vi) recognizing consequences when using and creating media messages;

(vii) creating media messages; and

(viii) recognizing that media embeds values and influences.

(e) The student demonstrates the knowledge and skills under communication arts writing standard 5 by:

(i) identifying and using steps of the writing process;

(ii) selecting a topic and generating a topic sentence;

(iii) developing the main idea;

(iv) organizing writing;

(v) identifying language choice and its impact;

(vi) identifying and practicing conventions;

(vii) identifying purpose, audience, and format;

(viii) identifying writing forms and genres;

(ix) maintaining focus of topic in writing;

(x) using information problem solving process;

(xi) using information legally;

(xii) setting goals for writing; and

(xiii) recognizing and using writing to think and reflect.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE VII GRADE 4 PERFORMANCE DESCRIPTORS AT THE NEARING PROFICIENCY LEVEL (1) A student at the nearing proficiency level in communication arts demonstrates partial mastery of the prerequisite knowledge and skills fundamental for proficiency. He/she has some of the required foundational skills and, at low level of complexity and difficulty is able to demonstrate those skills.

(a) The student demonstrates the knowledge and skills under communication arts speaking and listening content standard 1 by:

(i) understanding components of the communication process;

(ii) using elements of effective speaking;

(iii) using elements of effective listening;

(iv) selecting topics and organizing information;

(v) adapting to audience, setting, and purpose;

(vi) using feedback to self-monitor;

(vii) listening and responding to cultural stories; and

(viii) displaying respect in speaking and listening.

(b) The student demonstrates the knowledge and skills under communication arts reading standard 2 by:

(i) decoding words;

(ii) developing vocabulary;

(iii) reading sight words;

(iv) using strategies to self-correct;

(v) making connections to text;

(vi) making predictions;

(vii) generating and answering questions;

(viii) explaining a series of events;

(ix) identifying main ideas and supporting details;

(x) making inferences;

(xi) identifying and using text features;

(xii) comparing and contrasting information;

(xiii) identifying cause and effect;

(xiv) recognizing the author's purpose, point of view, and language; and

(xv) setting goals.

(i) identifying literary elements;

(ii) explaining language use and literary devices;

(iii) identifying characteristics of genre;

(iv) identifying culture and history;

(v) comparing personal experiences with literature; and

(vi) justifying personal responses to literature.

(d) The student demonstrates the knowledge and skills under communication arts media literacy standard 4 by:

(i) recognizing techniques and purposes used in media messages;

(ii) identifying sources of media messages;

(iii) identifying fact, fiction, and opinion in media messages;

(iv) recognizing proper use and creation of media messages;

(v) recognizing guidelines for using and creating media messages;

(vi) recognizing consequences when using and creating media messages;

(vii) creating media messages; and

(viii) recognizing that media embeds values and influences.

(e) The student demonstrates the knowledge and skills under communication arts writing standard 5 by:

(i) identifying and using steps of the writing process;

(ii) selecting a topic and generating a topic sentence;

(iii) developing the main idea;

(iv) organizing writing;

(v) identifying language choice and its impact;

(vi) identifying and practicing conventions;

(vii) identifying purpose, audience, and format;

(viii) identifying writing forms and genres;

(ix) maintaining focus of topic in writing;

(x) using information problem solving process;

(xi) using information legally;

(xii) setting goals for writing; and

(xiii) recognizing and using writing to think and reflect.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE VIII GRADE 4 PERFORMANCE DESCRIPTORS AT THE NOVICE LEVEL (1) A student at the novice level in communication arts is beginning to attain prerequisite knowledge and skills that are fundamental for proficiency. He/she demonstrates a low level of understanding and with teacher guidance is beginning to attain a foundation of knowledge and skills.

(a) The student demonstrates the knowledge and skills under communication arts speaking and listening content standard 1 by:

(i) understanding components of the communication process;

(ii) using elements of effective speaking;

(iii) using elements of effective listening;

(iv) selecting topics and organizing information;

(v) adapting to audience, setting, and purpose;

(vi) using feedback to self-monitor;

(vii) listening and responding to cultural stories; and

(viii) displaying respect in speaking and listening.

(b) The student demonstrates the knowledge and skills under communication arts reading standard 2 by:

(i) decoding words;

(ii) developing vocabulary;

(iii) reading sight words;

(iv) using strategies to self-correct;

(v) making connections to text;

(vi) making predictions;

(vii) generating and answering questions;

(viii) explaining a series of events;

(ix) identifying main ideas and supporting details;

(x) making inferences;

(xi) identifying and using text features;

(xii) comparing and contrasting information;

(xiii) identifying cause and effect;

(xiv) recognizing the author's purpose, point of view, and language; and

(xv) setting goals.

(i) identifying literary elements;

(ii) explaining language use and literary devices;

(iii) identifying characteristics of genre;

(iv) identifying culture and history;

(v) comparing personal experiences with literature; and

(vi) justifying personal responses to literature.

(d) The student demonstrates the knowledge and skills under communication arts media literacy standard 4 by:

(i) recognizing techniques and purposes used in media messages;

(ii) identifying sources of media messages;

(iii) identifying fact, fiction, and opinion in media messages;

(iv) recognizing proper use and creation of media messages;

(v) recognizing guidelines for using and creating media messages;

(vi) recognizing consequences when using and creating media messages;

(vii) creating media messages; and

(viii) recognizing that media embeds values and influences.

(e) The student demonstrates the knowledge and skills under communication arts writing standard 5 by:

(i) identifying and using steps of the writing process;

(ii) selecting a topic and generating a topic sentence;

(iii) developing the main idea;

(iv) organizing writing;

(v) identifying language choice and its impact;

(vi) identifying and practicing conventions;

(vii) identifying purpose, audience, and format;

(viii) identifying writing forms and genres;

(ix) maintaining focus of topic in writing;

(x) using information problem solving process;

(xi) using information legally;

(xii) setting goals for writing; and

(xiii) recognizing and using writing to think and reflect.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE IX GRADE 8 PERFORMANCE DESCRIPTORS AT THE ADVANCED LEVEL (1) A student at the advanced level in communication arts demonstrates superior performance. He/she demonstrates highly developed knowledge and skills that reflect a coherent understanding of the subject. He/she can transfer learning to other situations, can apply knowledge to question, reason, and solve problems, and employs metacognitive skills.

(a) The student demonstrates the knowledge and skills under communication arts speaking and listening content standard 1 by:

(i) analyzing components of the communication process;

(ii) applying elements of effective speaking;

(iii) applying elements of effective listening;

(iv) selecting a specific topic and developing the introduction, body, and conclusion;

(v) adapting to formal and informal audiences, settings, and purposes;

(vi) using feedback to monitor and adjust;

(vii) comparing and contrasting speaking and listening strategies in cultural stories; and

(viii) displaying respectful communication and orally referencing sources.

(b) The student demonstrates the knowledge and skills under communication arts reading content standard 2 by:

(i) decoding words;

(ii) expanding general and specialized vocabulary;

(iii) adjusting fluency;

(iv) identifying when comprehension breaks down and self-correcting;

(v) connecting text to self, text to text, and text to world;

(vi) revising and explaining predictions;

(vii) generating and answering literal and higher-order questions;

(viii) explaining a series of events to draw conclusions;

(ix) summarizing main ideas and details;

(x) making and justifying inferences;

(xi) analyzing text features;

(xii) comparing and contrasting information to draw a conclusion;

(xiii) explaining cause and effect across multiple texts;

(xiv) critiquing the author's purpose, points of view, language use, and credibility; and

(xv) setting goals and monitoring.

(i) comparing and contrasting literary elements;

(ii) analyzing language use and literary devices;

(iii) defining characteristics of genre;

(iv) interpreting influences of culture, history, and literature;

(v) comparing a variety of perspectives in literature; and

(vi) justifying personal ideas and feelings in response to literature.

(d) The student demonstrates the knowledge and skills under communication arts media literacy content standard 4 by:

(i) differentiating how techniques and technologies impact media messages;

(ii) analyzing credibility of media message sources;

(iii) analyzing purpose of fact, fiction, opinion, bias, and stereotypes in media messages;

(iv) applying proper use and creation of media messages;

(v) applying guidelines for using and creating media messages;

(vi) creating and analyzing media messages; and

(vii) identifying how media embeds values and influences.

(e) The student demonstrates the knowledge and skills under communication arts writing content standard 5 by:

(i) applying steps of the writing process;

(ii) selecting a topic and generating a thesis;

(iii) developing a main idea using a variety of details;

(iv) organizing writing using a progression of ideas;

(v) demonstrating knowledge of language choice and its impact;

(vi) applying conventions;

(vii) identifying and describing purpose, audience, format, style, and tone;

(viii) analyzing characteristics of writing forms and genres;

(ix) sustaining focus of topic in writing;

(x) using information problem solving process;

(xi) using information legally;

(xii) setting goals and monitoring writing; and

(xiii) using writing to think and learn.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE X GRADE 8 PERFORMANCE DESCRIPTORS AT THE PROFICIENT LEVEL (1) A student at the proficient level in communication arts demonstrates solid academic performance by consistently meeting grade level expectations. He/she demonstrates the knowledge and skills required to be successful.

(a) The student demonstrates the knowledge and skills under communication arts speaking and listening content standard 1 by:

(i) analyzing components of the communication process;

(ii) applying elements of effective speaking;

(iii) applying elements of effective listening;

(iv) selecting a specific topic and developing the introduction, body, and conclusion;

(v) adapting to formal and informal audiences, settings, and purposes;

(vi) using feedback to monitor and adjust;

(vii) comparing and contrasting speaking and listening strategies in cultural stories; and

(viii) displaying respectful communication and orally referencing sources.

(b) The student demonstrates the knowledge and skills under communication arts reading content standard 2 by:

(i) decoding words;

(ii) expanding general and specialized vocabulary;

(iii) adjusting fluency;

(iv) identifying when comprehension breaks down and self-correcting;

(v) connecting text to self, text to text, and text to world;

(vi) revising and explaining predictions;

(vii) generating and answering literal and higher-order questions;

(viii) explaining a series of events to draw conclusions;

(ix) summarizing main ideas and details;

(x) making and justifying inferences;

(xi) analyzing text features;

(xii) comparing and contrasting information to draw a conclusion;

(xiii) explaining cause and effect across multiple texts;

(xiv) critiquing the author's purpose, points of view, language use, and credibility; and

(xv) setting goals and monitoring.

(i) comparing and contrasting literary elements;

(ii) analyzing language use and literary devices;

(iii) defining characteristics of genre;

(iv) interpreting influences of culture, history, and literature;

(v) comparing a variety of perspectives in literature; and

(vi) justifying personal ideas and feelings in response to literature.

(d) The student demonstrates the knowledge and skills under communication arts media literacy content standard 4 by:

(i) differentiating how techniques and technologies impact media messages;

(ii) analyzing credibility of media message sources;

(iii) analyzing purpose of fact, fiction, opinion, bias, and stereotypes in media messages;

(iv) applying proper use and creation of media messages;

(v) applying guidelines for using and creating media messages;

(vi) creating and analyzing media messages; and

(vii) identifying how media embeds values and influences.

(e) The student demonstrates the knowledge and skills under communication arts writing content standard 5 by:

(i) applying steps of the writing process;

(ii) selecting a topic and generating a thesis;

(iii) developing a main idea using a variety of details;

(iv) organizing writing using a progression of ideas;

(v) demonstrating knowledge of language choice and its impact;

(vi) applying conventions;

(vii) identifying and describing purpose, audience, format, style, and tone;

(viii) analyzing characteristics of writing forms and genres;

(ix) sustaining focus of topic in writing;

(x) using information problem solving process;

(xi) using information legally;

(xii) setting goals and monitoring writing; and

(xiii) using writing to think and learn.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE XI GRADE 8 PERFORMANCE DESCRIPTORS AT THE NEARING PROFICIENCY LEVEL (1) A student at the nearing proficiency level in communication arts demonstrates partial mastery of the prerequisite knowledge and skills fundamental for proficiency. He/she has some of the required foundational skills and, at a low level of complexity and difficulty, is able to demonstrate those skills.

(a) The student demonstrates the knowledge and skills under communication arts speaking and listening content standard 1 by:

(i) analyzing components of the communication process;

(ii) applying elements of effective speaking;

(iii) applying elements of effective listening;

(iv) selecting a specific topic and developing the introduction, body, and conclusion;

(v) adapting to formal and informal audiences, settings, and purposes;

(vi) using feedback to monitor and adjust;

(vii) comparing and contrasting speaking and listening strategies in cultural stories; and

(viii) displaying respectful communication and orally referencing sources.

(b) The student demonstrates the knowledge and skills under communication arts reading content standard 2 by:

(i) decoding words;

(ii) expanding general and specialized vocabulary;

(iii) adjusting fluency;

(iv) identifying when comprehension breaks down and self-correcting;

(v) connecting text to self, text to text, and text to world;

(vi) revising and explaining predictions;

(vii) generating and answering literal and higher-order questions;

(viii) explaining a series of events to draw conclusions;

(ix) summarizing main ideas and details;

(x) making and justifying inferences;

(xi) analyzing text features;

(xii) comparing and contrasting information to draw a conclusion;

(xiii) explaining cause and effect across multiple texts;

(xiv) critiquing the author's purpose, points of view, language use, and credibility; and

(xv) setting goals and monitoring.

(i) comparing and contrasting literary elements;

(ii) analyzing language use and literary devices;

(iii) defining characteristics of genre;

(iv) interpreting influences of culture, history, and literature;

(v) comparing a variety of perspectives in literature; and

(vi) justifying personal ideas and feelings in response to literature.

(d) The student demonstrates the knowledge and skills under communication arts media literacy content standard 4 by:

(i) differentiating how techniques and technologies impact media messages;

(ii) analyzing credibility of media message sources;

(iii) analyzing purpose of fact, fiction, opinion, bias, and stereotypes in media messages;

(iv) applying proper use and creation of media messages;

(v) applying guidelines for using and creating media messages;

(vi) creating and analyzing media messages; and

(vii) identifying how media embeds values and influences.

(e) The student demonstrates the knowledge and skills under communication arts writing content standard 5 by:

(i) applying steps of the writing process;

(ii) selecting a topic and generating a thesis;

(iii) developing a main idea using a variety of details;

(iv) organizing writing using a progression of ideas;

(v) demonstrating knowledge of language choice and its impact;

(vi) applying conventions;

(vii) identifying and describing purpose, audience, format, style, and tone;

(viii) analyzing characteristics of writing forms and genres;

(ix) sustaining focus of topic in writing;

(x) using information problem solving process;

(xi) using information legally;

(xii) setting goals and monitoring writing; and

(xiii) using writing to think and learn.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE XII GRADE 8 PERFORMANCE DESCRIPTORS AT THE NOVICE LEVEL (1) A student at the novice level in communication arts is beginning to attain prerequisite knowledge and skills that are fundamental for proficiency. He/she demonstrates a low level of understanding and with teacher guidance is beginning to attain a foundation of knowledge and skills.

(a) The student demonstrates the knowledge and skills under communication arts speaking and listening content standard 1 by:

(i) analyzing components of the communication process;

(ii) applying elements of effective speaking;

(iii) applying elements of effective listening;

(iv) selecting a specific topic and developing the introduction, body, and conclusion;

(v) adapting to formal and informal audiences, settings, and purposes;

(vi) using feedback to monitor and adjust;

(vii) comparing and contrasting speaking and listening strategies in cultural stories; and

(viii) displaying respectful communication and orally referencing sources.

(b) The student demonstrates the knowledge and skills under communication arts reading content standard 2 by:

(i) decoding words;

(ii) expanding general and specialized vocabulary;

(iii) adjusting fluency;

(iv) identifying when comprehension breaks down and self-correcting;

(v) connecting text to self, text to text, and text to world;

(vi) revising and explaining predictions;

(vii) generating and answering literal and higher-order questions;

(viii) explaining a series of events to draw conclusions;

(ix) summarizing main ideas and details;

(x) making and justifying inferences;

(xi) analyzing text features;

(xii) comparing and contrasting information to draw a conclusion;

(xiii) explaining cause and effect across multiple texts;

(xiv) critiquing the author's purpose, points of view, language use, and credibility; and

(xv) setting goals and monitoring.

(i) comparing and contrasting literary elements;

(ii) analyzing language use and literary devices;

(iii) defining characteristics of genre;

(iv) interpreting influences of culture, history, and literature;

(v) comparing a variety of perspectives in literature; and

(vi) justifying personal ideas and feelings in response to literature.

(d) The student demonstrates the knowledge and skills under communication arts media literacy content standard 4 by:

(i) differentiating how techniques and technologies impact media messages;

(ii) analyzing credibility of media message sources;

(iii) analyzing purpose of fact, fiction, opinion, bias, and stereotypes in media messages;

(iv) applying proper use and creation of media messages;

(v) applying guidelines for using and creating media messages;

(vi) creating and analyzing media messages; and

(vii) identifying how media embeds values and influences.

(e) The student demonstrates the knowledge and skills under communication arts writing content standard 5 by:

(i) applying steps of the writing process;

(ii) selecting a topic and generating a thesis;

(iii) developing a main idea using a variety of details;

(iv) organizing writing using a progression of ideas;

(v) demonstrating knowledge of language choice and its impact;

(vi) applying conventions;

(vii) identifying and describing purpose, audience, format, style, and tone;

(viii) analyzing characteristics of writing forms and genres;

(ix) sustaining focus of topic in writing;

(x) using information problem solving process;

(xi) using information legally;

(xii) setting goals and monitoring writing; and

(xiii) using writing to think and learn.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE XIII UPON GRADUATION PERFORMANCE DESCRIPTORS AT THE ADVANCED LEVEL (1) A student at the advanced level in communication arts demonstrates superior performance. He/she demonstrates highly developed knowledge and skills that reflect a coherent understanding of the subject. He/she can transfer learning to other situations, can apply knowledge to question, reason, and solve problems, and employs metacognitive skills.

(a) The student demonstrates the knowledge and skills under communication arts speaking and listening content standard 1 by:

(i) evaluating the impact of components of the communication;

(ii) evaluating elements of effective speaking;

(iii) evaluating elements of effective listening;

(iv) refining a topic using credible sources and proper organization;

(v) adapting to public, group, and interpersonal audiences, settings, and purposes;

(vi) using feedback to monitor, adjust, and evaluate;

(vii) analyzing the influences of oral traditions in various cultures; and

(viii) analyzing and evaluating the impact of ethical and responsible communication.

(b) The student demonstrates the knowledge and skills under communication arts reading content standard 2 by:

(i) decoding words;

(ii) expanding and utilizing general and specialized vocabulary;

(iii) adjusting fluency;

(iv) recognizing when comprehension breaks down and self-correcting;

(v) recognizing background knowledge increases comprehension;

(vi) justifying predictions;

(vii) generating and answering complex literal and higher-level questions;

(viii) explaining a series of events to hypothesize/justify conclusions;

(ix) summarizing by distinguishing main ideas;

(x) making and justifying complex inferences;

(xi) analyzing and evaluating relevant text features;

(xii) comparing and contrasting across multiple texts;

(xiii) explaining cause and effect across multiple texts;

(xiv) critiquing an author's purpose, point of view, language use, and credibility; and

(xv) setting goals and evaluating.

(i) analyzing literary elements;

(ii) evaluating language use and literary devices;

(iii) analyzing and evaluating characteristics of genre;

(iv) evaluating influence of culture, history, and literature;

(v) analyzing human experience in literature; and

(vi) supporting critical and emotive responses to literature.

(d) The student demonstrates the knowledge and skills under communication arts media literacy content standard 4 by:

(i) evaluating technique and technology impact on meaning and effectiveness of media messages;

(ii) evaluating credibility of media message sources;

(iii) evaluating impact of fact, fiction, opinion, bias, and stereotypes in media messages;

(iv) applying and evaluating the impact of proper use and creating of media messages;

(v) applying and evaluating the effect of guidelines when using and creating media messages;

(vi) creating and evaluating media messages; and

(vii) analyzing and evaluating how media embeds values and shapes perception.

(e) The student demonstrates the knowledge and skills under communication arts writing content standard 5 by:

(i) applying the steps of the writing process, evaluating and refining writing;

(ii) selecting a topic and generating a complex thesis;

(iii) developing and elaborating upon a main idea using a variety of details;

(iv) organizing writing using transitions and progression of ideas;

(v) demonstrating control of language choice;

(vi) applying conventions;

(vii) evaluating the purpose and audience; selecting and using format, style, and tone;

(viii) using a variety of forms and genres and evaluating effectiveness of form and genre;

(ix) maintaining focus of topic in written work with complex ideas;

(x) conducting research using information problem solving process;

(xi) following copyright laws;

(xii) setting goals and evaluating writing; and

(xiii) selecting and using writing to think and learn.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE XIV UPON GRADUATION PERFORMANCE DESCRIPTORS AT THE PROFICIENT LEVEL (1) A student at the proficient level in communication arts demonstrates solid academic performance by consistently meeting grade level expectations. He/she demonstrates the knowledge and skills required to be successful.

(a) The student demonstrates the knowledge and skills under communication arts speaking and listening content standard 1 by:

(i) evaluating the impact of components of the communication;

(ii) evaluating elements of effective speaking;

(iii) evaluating elements of effective listening;

(iv) refining a topic using credible sources and proper organization;

(v) adapting to public, group, and interpersonal audiences, settings, and purposes;

(vi) using feedback to monitor, adjust, and evaluate;

(vii) analyzing the influences of oral traditions in various cultures; and

(viii) analyzing and evaluating the impact of ethical and responsible communication.

(b) The student demonstrates the knowledge and skills under communication arts reading content standard 2 by:

(i) decoding words;

(ii) expanding and utilizing general and specialized vocabulary;

(iii) adjusting fluency;

(iv) recognizing when comprehension breaks down and self-correcting;

(v) recognizing background knowledge increases comprehension;

(vi) justifying predictions;

(vii) generating and answering complex literal and higher-level questions;

(viii) explaining a series of events to hypothesize/justify conclusions;

(ix) summarizing by distinguishing main ideas;

(x) making and justifying complex inferences;

(xi) analyzing and evaluating relevant text features;

(xii) comparing and contrasting across multiple texts;

(xiii) explaining cause and effect across multiple texts;

(xiv) critiquing an author's purpose, point of view, language use, and credibility; and

(xv) setting goals and evaluating.

(i) analyzing literary elements;

(ii) evaluating language use and literary devices;

(iii) analyzing and evaluating characteristics of genre;

(iv) evaluating influence of culture, history, and literature;

(v) analyzing human experience in literature; and

(vi) supporting critical and emotive responses to literature.

(d) The student demonstrates the knowledge and skills under communication arts media literacy content standard 4 by:

(i) evaluating technique and technology impact on meaning and effectiveness of media messages;

(ii) evaluating credibility of media message sources;

(iii) evaluating impact of fact, fiction, opinion, bias, and stereotypes in media messages;

(iv) applying and evaluating the impact of proper use and creating of media messages;

(v) applying and evaluating the effect of guidelines when using and creating media messages;

(vi) creating and evaluating media messages; and

(vii) analyzing and evaluating how media embeds values and shapes perception.

(e) The student demonstrates the knowledge and skills under communication arts writing content standard 5 by:

(i) applying the steps of the writing process, evaluating and refining writing;

(ii) selecting a topic and generating a complex thesis;

(iii) developing and elaborating upon a main idea using a variety of details;

(iv) organizing writing using transitions and progression of ideas;

(v) demonstrating control of language choice;

(vi) applying conventions;

(vii) evaluating the purpose and audience; selecting and using format, style, and tone;

(viii) using a variety of forms and genres and evaluating effectiveness of form and genre;

(ix) maintaining focus of topic in written work with complex ideas;

(x) conducting research using information problem solving process;

(xi) following copyright laws;

(xii) setting goals and evaluating writing; and

(xiii) selecting and using writing to think and learn.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE XV UPON GRADUATION PERFORMANCE DESCRIPTORS AT THE NEARING PROFICIENCY LEVEL (1) A student at the nearing proficiency level in communication arts demonstrates partial mastery of the prerequisite knowledge and skills fundamental for proficiency. He/she has some of the required foundational skills and, at a low level of complexity and difficulty, is able to demonstrate this knowledge and skill.

(a) The student demonstrates the knowledge and skills under communication arts speaking and listening content standard 1 by:

(i) evaluating the impact of components of the communication;

(ii) evaluating elements of effective speaking;

(iii) evaluating elements of effective listening;

(iv) refining a topic using credible sources and proper organization;

(v) adapting to public, group, and interpersonal audiences, settings, and purposes;

(vi) using feedback to monitor, adjust, and evaluate;

(vii) analyzing the influences of oral traditions in various cultures; and

(viii) analyzing and evaluating the impact of ethical and responsible communication.

(b) The student demonstrates the knowledge and skills under communication arts reading content standard 2 by:

(i) decoding words;

(ii) expanding and utilizing general and specialized vocabulary;

(iii) adjusting fluency;

(iv) recognizing when comprehension breaks down and self-correcting;

(v) recognizing background knowledge increases comprehension;

(vi) justifying predictions;

(vii) generating and answering complex literal and higher-level questions;

(viii) explaining a series of events to hypothesize/justify conclusions;

(ix) summarizing by distinguishing main ideas;

(x) making and justifying complex inferences;

(xi) analyzing and evaluating relevant text features;

(xii) comparing and contrasting across multiple texts;

(xiii) explaining cause and effect across multiple texts;

(xiv) critiquing an author's purpose, point of view, language use, and credibility; and

(xv) setting goals and evaluating.

(i) analyzing literary elements;

(ii) evaluating language use and literary devices;

(iii) analyzing and evaluating characteristics of genre;

(iv) evaluating influence of culture, history, and literature;

(v) analyzing human experience in literature; and

(vi) supporting critical and emotive responses to literature.

(d) The student demonstrates the knowledge and skills under communication arts media literacy content standard 4 by:

(i) evaluating technique and technology impact on meaning and effectiveness of media messages;

(ii) evaluating credibility of media message sources;

(iii) evaluating impact of fact, fiction, opinion, bias, and stereotypes in media messages;

(iv) applying and evaluating the impact of proper use and creating of media messages;

(v) applying and evaluating the effect of guidelines when using and creating media messages;

(vi) creating and evaluating media messages; and

(vii) analyzing and evaluating how media embeds values and shapes perception.

(e) The student demonstrates the knowledge and skills under communication arts writing content standard 5 by:

(i) applying the steps of the writing process, evaluating and refining writing;

(ii) selecting a topic and generating a complex thesis;

(iii) developing and elaborating upon a main idea using a variety of details;

(iv) organizing writing using transitions and progression of ideas;

(v) demonstrating control of language choice;

(vi) applying conventions;

(vii) evaluating the purpose and audience; selecting and using format, style, and tone;

(viii) using a variety of forms and genres and evaluating effectiveness of form and genre;

(ix) maintaining focus of topic in written work with complex ideas;

(x) conducting research using information problem solving process;

(xi) following copyright laws;

(xii) setting goals and evaluating writing; and

(xiii) selecting and using writing to think and learn.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

NEW RULE XVI UPON GRADUATION PERFORMANCE DESCRIPTORS AT THE NOVICE LEVEL (1) A student at the novice level in communication arts is beginning to attain prerequisite knowledge and skills that are fundamental for proficiency. He/she demonstrates a low level of understanding and with teacher guidance is beginning to attain a foundation in prerequisite knowledge and skills.

(a) The student demonstrates the knowledge and skills under communication arts speaking and listening content standard 1 by:

(i) evaluating the impact of components of the communication;

(ii) evaluating elements of effective speaking;

(iii) evaluating elements of effective listening;

(iv) refining a topic using credible sources and proper organization;

(v) adapting to public, group, and interpersonal audiences, settings, and purposes;

(vi) using feedback to monitor, adjust, and evaluate;

(vii) analyzing the influences of oral traditions in various cultures; and

(viii) analyzing and evaluating the impact of ethical and responsible communication.

(b) The student demonstrates the knowledge and skills under communication arts reading content standard 2 by:

(i) decoding words;

(ii) expanding and utilizing general and specialized vocabulary;

(iii) adjusting fluency;

(iv) recognizing when comprehension breaks down and self-correcting;

(v) recognizing background knowledge increases comprehension;

(vi) justifying predictions;

(vii) generating and answering complex literal and higher-level questions;

(viii) explaining a series of events to hypothesize/justify conclusions;

(ix) summarizing by distinguishing main ideas;

(x) making and justifying complex inferences;

(xi) analyzing and evaluating relevant text features;

(xii) comparing and contrasting across multiple texts;

(xiii) explaining cause and effect across multiple texts;

(xiv) critiquing an author's purpose, point of view, language use, and credibility; and

(xv) setting goals and evaluating.

(i) analyzing literary elements;

(ii) evaluating language use and literary devices;

(iii) analyzing and evaluating characteristics of genre;

(iv) evaluating influence of culture, history, and literature;

(v) analyzing human experience in literature; and

(vi) supporting critical and emotive responses to literature.

(d) The student demonstrates the knowledge and skills under communication arts media literacy content standard 4 by:

(i) evaluating technique and technology impact on meaning and effectiveness of media messages;

(ii) evaluating credibility of media message sources;

(iii) evaluating impact of fact, fiction, opinion, bias, and stereotypes in media messages;

(iv) applying and evaluating the impact of proper use and creating of media messages;

(v) applying and evaluating the effect of guidelines when using and creating media messages;

(vi) creating and evaluating media messages; and

(vii) analyzing and evaluating how media embeds values and shapes perception.

(e) The student demonstrates the knowledge and skills under communication arts writing content standard 5 by:

(i) applying the steps of the writing process, evaluating and refining writing;

(ii) selecting a topic and generating a complex thesis;

(iii) developing and elaborating upon a main idea using a variety of details;

(iv) organizing writing using transitions and progression of ideas;

(v) demonstrating control of language choice;

(vi) applying conventions;

(vii) evaluating the purpose and audience; selecting and using format, style, and tone;

(viii) using a variety of forms and genres and evaluating effectiveness of form and genre;

(ix) maintaining focus of topic in written work with complex ideas;

(x) conducting research using information problem solving process;

(xi) following copyright laws;

(xii) setting goals and evaluating writing; and

(xiii) selecting and using writing to think and learn.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

5. The board proposes to amend the following rules, new matter underlined, deleted matter interlined.

10.54.3610 COMMUNICATION ARTS SPEAKING AND LISTENING CONTENT STANDARD 1 (1) To satisfy the requirements of communication arts speaking and listening content standard 1, a student must know and understand the role ~~demonstrate knowledge and understanding~~ of the communication process and demonstrate effective speaking and listening skills.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3611 BENCHMARK FOR COMMUNICATION ARTS SPEAKING AND LISTENING CONTENT STANDARD 1 FOR END OF GRADE 4 (1) The benchmark for communication arts speaking and listening content standard 1 for a student at the end of grade 4 is the ability to:

(a) ~~recognize the important role of speaking and listening in daily life; and~~ identify and describe the components of the communication process (sender/ speaker, receiver/listener, message, medium/channel, feedback, and interference/ noise);

(b) ~~identify oneself in various roles in the communication process and recognize the shared communication responsibilities of the speaker and the listener.~~ identify and use verbal and nonverbal techniques to deliver oral messages;

(d) choose topics and organize information to present effective oral messages;

(e) adapt communication to a variety of audiences, settings, and purposes;

(f) use feedback to monitor speaking and listening effectiveness;

(g) use appropriate strategies to listen and respond to stories from the oral traditions of different cultures, including Montana American Indians; and

(h) display respectful behavior when speaking and listening.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3612 BENCHMARK FOR COMMUNICATION ARTS SPEAKING AND LISTENING CONTENT STANDARD 1 FOR END OF GRADE 8 (1) The benchmark for communication arts speaking and listening content standard 1 for a student at the end of grade 8 is the ability to:

(a) ~~observe and describe the importance of speaking and listening in personal relationships; and~~ analyze and explain how the components of the communication process affect communication;

(b) ~~identify and define the components of the communication process.~~ apply verbal and nonverbal delivery techniques to communicate effectively;

(d) select and narrow topics for specific occasions and develop an appropriate introduction, body, and conclusion to deliver speeches;

(e) adapt communication to a variety of formal and informal audiences, settings, and purposes;

(f) use feedback to monitor and adjust speaking and listening effectiveness;

(g) compare and contrast the verbal and nonverbal aspects of storytellers, the behaviors of audiences, and the settings and purposes of stories in the oral traditions of different cultures, including Montana American Indians; and

(h) explain the importance of communicating ethically, including effectively referencing sources and displaying respectful communications to individuals and groups.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3613 BENCHMARK FOR COMMUNICATION ARTS SPEAKING AND LISTENING CONTENT STANDARD 1 UPON GRADUATION (1) The benchmark for communication arts speaking and listening content standard 1 for a student upon graduation is the ability to:

(a) ~~explain the importance of effective oral communication in creating meaning, influencing thought, and making decisions; and~~ analyze the complex relationship of the components of the communication process and evaluate their impact on effectiveness;

(b) ~~identify and analyze the relationships among the components of the communication process.~~ adapt verbal and nonverbal delivery techniques to effectively enhance messages of varying lengths and formats;

(d) select, test, and refine topics for specific purposes and occasions, choose credible courses for supporting materials, and effectively organize and deliver speeches;

(e) adapt communication to a variety of public, group, and interpersonal audiences, settings, and purposes;

(f) use feedback to monitor, adjust, and evaluate speaking and listening effectiveness;

(g) use appropriate strategies to listen to stories from different cultures; analyze how oral traditions, including Montana American Indian oral traditions, shape culture and influence individuals; and

(h) analyze the legal and ethical issues associated with responsible communication.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3620 COMMUNICATION ARTS READING ~~SPEAKING AND LISTENING~~ CONTENT STANDARD 2

(1) To satisfy the requirements of ~~speaking and listening~~ communication arts reading content standard 2, a student must ~~distinguish among and use appropriate types of speaking and listening for a variety of purposes~~ read by applying foundational skills and strategies to comprehend, interpret, analyze, and evaluate texts.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3621 BENCHMARK FOR ~~SPEAKING AND LISTENING~~ COMMUNICATION ARTS READING CONTENT STANDARD 2 FOR END OF GRADE 4 (1) The benchmark for ~~speaking and listening~~ communication arts reading content standard 2 for a student at the end of grade 4 is the ability to:

(a) ~~recognize the techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages);~~ decode unknown words combining the elements of phonics, use of word parts, and context clues;

(b) ~~demonstrate appropriate speaking and listening behaviors in communicating with peers and others in formal and informal classroom situations;~~ develop and apply general and content specific vocabulary through the use of context clues, analysis of word parts, and reference sources;

(c) speak and listen effectively for a range of purposes (e.g., reading aloud and listening to oral readings, sharing and listening to personal experiences, presenting and listening to oral reports, clearly giving and understanding directions and instructions); read sight words and materials fluently, applying word accuracy, phrasing, rate, and expressing;

(d) ~~identify and appropriately use different types of presentations (e.g., storytelling, narrative, description); and~~ use appropriate strategies (reread, read ahead, use decoding and context clues, recognize media features) to monitor comprehension and self-correct when comprehension breaks down;

(e) ~~identify and use different types of listening appropriate to the listening situation (e.g., casual, appreciative, attentive).~~ activate prior knowledge to make connections to text;

(f) make and revise predictions;

(g) generate and answer questions to clarify meaning by locating specific information in text;

(h) recall and explain a series of events or the sequence of information;

(i) identify main ideas and supporting details;

(j) make inferences based on context clues and/or background knowledge;

(k) identify and use text features to enhance comprehension;

(l) identify the organizational structure of a selection, including sequential, problem-solution, and cause-effect;

(m) compare and contrast information to explain and explore relationships within and across texts;

(n) recognize author's purpose, point of view, and language use in culturally diverse texts, including those by and about Montana American Indians; and

(o) set goals for reading progress.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3622 BENCHMARK FOR ~~SPEAKING AND LISTENING~~ COMMUNICATION ARTS READING CONTENT STANDARD 2 FOR END OF GRADE 8 (1) The benchmark for ~~speaking and listening~~ communication arts reading content standard 2 for a student at the end of grade 8 is the ability to:

(a) ~~analyze one's own techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages);~~ apply knowledge of word and sentence structure, analysis of word parts, and context to decode unknown words;

(b) ~~demonstrate appropriate speaking and listening behaviors in communicating with various audiences;~~ expand and apply general and specialized vocabulary through the use of context clues, analysis of word parts, and reference sources;

(c) speak and listen effectively for an expanded range of purposes (e.g., giving and understanding information, presenting and appreciating creative performances, delivering and analyzing persuasive messages); adjust fluency based on purpose and content;

(d) ~~identify and appropriately use different types of presentations (e.g., reports, expository speeches, dramatic presentations, persuasive appeals); and~~ identify when comprehension breaks down, analyze causes, and self-correct using effective strategies;

(e) ~~identify and use different types of listening appropriate to the listening situation (e.g., interpretive and empathic listening).~~ activate prior knowledge to connect text to self, text to text, and text to world;

(f) make, revise, and explain predictions;

(g) generate and answer literal, inferential, critical, and interpretive questions;

(h) recall and explain a series of events or the sequence of information to draw conclusions;

(i) summarize by stating main ideas and supporting details;

(j) make and justify inferences based on context clues and/or background knowledge;

(k) analyze text features to enhance comprehension;

(l) identify and explain the impact of the organizational structure of a selection, including order of importance, spatial, problem-solution, and cause-effect;

(m) compare and contrast information to explain relationships and draw conclusions within and/or across texts;

(n) analyze author's purpose, point of view, language use, and credibility in culturally diverse texts, including those by and about Montana American Indians; and

(o) set and monitor goals and reading progress.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3623 BENCHMARK FOR ~~SPEAKING AND LISTENING~~ COMMUNICATION ARTS READING CONTENT STANDARD 2 UPON GRADUATION (1) The benchmark for ~~speaking and listening~~ communication arts reading content standard 2 for a student upon graduation is the ability to:

(a) ~~explain, apply, and evaluate one’s own and others’ techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages);~~ select and apply knowledge of syntax clues, word origins, roots and fixes, and context to decode unknown words;

(b) ~~demonstrate effective adjustment of speaking and listening behaviors in communicating with various audiences;~~ expand and utilize general and specialized vocabulary through the use of context clues, analyze word origins, and reference sources;

(c) ~~speak and listen effectively for a broad range of purposes (e.g., delivering and evaluating entertaining or inspiring messages, presenting and critically evaluating problems and solutions);~~ adjust fluency based on purpose, complexity, and technical content;

(d) ~~identify and use different types of presentations appropriate to the purpose for speaking (e.g., impromptu, extemporaneous, manuscript, memorized deliveries, inter-personal endeavors); and~~ recognize when comprehension breaks down, select strategy to self-correct, and evaluate effectiveness of the selected strategy;

(e) ~~identify and use different types of listening appropriate to the listening situation (e.g., critical listening).~~ recognize the need for background knowledge and research to enhance comprehension;

(f) make, revise, and justify predictions;

(g) generate and answer complex literal, inferential, evaluative, and interpretive questions;

(h) recall and explain a series of events or the sequence of information to hypothesize and/or justify conclusions;

(i) summarize text by determining the main idea and analyzing essential and nonessential supporting details;

(j) make and justify complex inferences within and among multiple texts and/or forms or media;

(k) analyze and evaluate relevant text features of multiple forms of media to enhance comprehension;

(l) evaluate and compare the effectiveness of organizational structures within and across complex texts;

(m) compare and contrast information, draw conclusions, and synthesize ideas within and across texts to synthesize information and draw conclusions;

(n) critique author's purpose, point of view, bias, language use, and credibility to deepen understanding with and across culturally diverse texts, including those by and about Montana American Indians; and

(o) set goals and evaluate reading progress.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3630 ~~SPEAKING AND LISTENING~~ COMMUNICATION ARTS LITERATURE CONTENT STANDARD 3 (1) To satisfy the requirements of ~~speaking and listening~~ communication arts literature content standard 3, a student must ~~apply a range of skills and strategies to speaking and listening.~~ select, interpret, and respond to a range of literature.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3631 BENCHMARK FOR ~~SPEAKING AND LISTENING~~ COMMUNICATION ARTS LITERATURE CONTENT STANDARD 3 FOR END OF GRADE 4 (1) The benchmark for ~~speaking and listening~~ communication arts literature content standard 3 for a student at the end of grade 4 is the ability to:

(a) ~~communicate in a focused and organized manner;~~ identify basic literary elements (setting, plot, problem/solution, character);

(b) ~~select and use appropriate verbal language to convey intended meaning;~~ explain how authors' choices of language and use of devices contribute to the meaning of literary works;

(c) ~~identify and begin to use appropriate verbal and non-verbal skills to enhance presentations and manage communication anxiety;~~ identify the characteristics of select literary genres;

(d) ~~monitor understanding by identifying and using strategies (e.g., asking relevant questions, restating information);~~ identify how culture and history are represented in literary works, including works of Montana American Indians;

(e) ~~distinguish new from familiar material, significant from insignificant information, fact from opinion, and fantasy from reality;~~ identify similarities and differences between personal experiences and literary works, including the works of Montana American Indians; and

(f) ~~draw connections between one’s experiences, information, and insights, and experiences communicated by others;~~ express and justify personal responses to literature.

~~(g) identify characteristics of enjoyable listening experiences by examining rhythm in music and visualization of images; and~~

~~(h) identify, anticipate, and manage barriers to listening.~~

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3632 BENCHMARK FOR ~~SPEAKING AND LISTENING~~ COMMUNICATION ARTS LITERATURE CONTENT STANDARD 3 FOR END OF GRADE 8 (1) The benchmark for ~~speaking and listening~~ communication arts literature content standard 3 for a student at the end of grade 8 is the ability to:

(a) ~~communicate with a clear purpose, well-developed organization, and support from a variety of sources;~~ compare and contrast the literary elements (setting, plot, character, conflict, resolution, point of view, mood) across texts;

(b) ~~use verbal language appropriate to occasion, audience, and topic;~~ analyze how authors' choices of words, uses of figurative language, and stylistic devices contribute to the meaning of literary works;

(c) ~~explain and appropriately use verbal and non-verbal skills to enhance presentations and manage communication anxiety;~~ understand and define the characteristics of literary genres;

(d) ~~monitor understanding by identifying and using strategies (e.g., inquiring, taking notes, summarizing oral and visual clues);~~ interpret how literature influences societies and, conversely, how factors such as history and culture influence literature, including works of Montana American Indians;

(e) ~~distinguish information from persuasion, and logic from emotion;~~ compare and contrast a variety of perspectives among culturally diverse literary works, including the works of Montana American Indians; and

(f) ~~compare and contrast one’s own experiences, information, and insights with the message received in a variety of communication situations;~~ express personal ideas and feelings generated as a result of engaging with literature and offer justification.

~~(g) compare and contrast enjoyable listening experiences by examining different renditions of the same work (e.g., same selection interpreted by different performers); and~~

~~(h) identify, anticipate, and manage barriers to listening.~~

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3633 BENCHMARK FOR ~~SPEAKING AND LISTENING~~ COMMUNICATION ARTS LITERATURE CONTENT STANDARD 3 UPON GRADUATION (1) The benchmark for ~~speaking and listening~~ communication arts literature content standard 3 for a student upon graduation is the ability to:

(a) ~~communicate with an identifiable thesis, logically developed points with appropriate supporting resources, and clear sequencing of ideas and transitions;~~ analyze the ways in which authors develop literary elements (setting, plot, character, conflict, point of view, mood, tone, theme) to impact works and readers;

(b) ~~use informal, standard, and technical verbal language effectively to fit the purpose, audience, occasion, and task;~~ evaluate how diction, figurative language, imagery, detail, organization, and style shape meaning and impact works and readers;

(c) ~~apply, analyze, and evaluate effective verbal and non-verbal skills to enhance presentations and manage communication anxiety;~~ analyze and define the characteristics of literary genres and evaluate the effect of genres on readers;

(d) ~~monitor understanding by identifying and using strategies (e.g., asking probing questions, paraphrasing, interpreting, evaluating oral and visual clues);~~ evaluate how literature reflects a society, including literature by and about Montana American Indians;

(e) ~~recognize and analyze points of view, purposes, emotional appeals, and logical fallacies in verbal and nonverbal messages;~~ analyze diverse literature to compare common human experiences among time periods, literary movements, places, and cultures, including Montana American Indians; and

(f) ~~compare and contrast one’s experiences, information, and insights with the message in a variety of communication situations;~~ create and support critical and emotive responses to ideas and feelings generated as a result of engaging with literature.

~~(g) analyze and evaluate aesthetic listening experiences by examining speakers’ style, interpreting characters in a dialogue, and studying the projection of emotion; and~~

~~(h) identify, anticipate, and manage barriers to listening.~~

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3640 ~~SPEAKING AND LISTENING~~ COMMUNICATION ARTS MEDIA LITERACY CONTENT STANDARD 4 (1) To satisfy the requirements of ~~speaking and listening~~ communication arts media literacy content standard 4, a student must ~~identify, analyze, and evaluate the impacts of effective speaking and evaluative listening~~ effectively evaluate and create media messages.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3641 BENCHMARK FOR ~~SPEAKING AND LISTENING~~ COMMUNICATION ARTS MEDIA LITERACY CONTENT STANDARD 4 FOR END OF GRADE 4 (1) The benchmark for ~~speaking and listening~~ communication arts media literacy content standard 4 for a student at the end of grade 4 is the ability to:

(a) ~~identify the characteristics of effective speaking and listening;~~ recognize that media messages are constructed using specific techniques for specific purposes (e.g., entertain, persuade, inform);

(b) ~~reflect on one’s effectiveness as a speaker and as a listener, and set personal goals; and~~ identify the sources of media messages;

(c) ~~show respect for the feelings and values of others when speaking and listening.~~ identify fact, fiction, and opinion in various media messages, including messages about Montana America Indians;

(d) recognize the norms, rules, laws, and etiquette that govern the use and creation of media messages;

(e) recognize consequences to self and others when using and creating media messages;

(f) create media messages for specific audiences and purposes (e.g., inform, entertain, or persuade); and

(g) recognize that media messages embed values and influence individuals, cultures, and societies;

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3642 BENCHMARK FOR ~~SPEAKING AND LISTENING~~ COMMUNICATION ARTS MEDIA LITERACY CONTENT STANDARD 4 FOR END OF GRADE 8 (1) The benchmark for ~~speaking and listening~~ communication arts media literacy content standard 4 for a student at the end of grade 8 is the ability to:

(a) ~~analyze and apply the characteristics of effective speaking and evaluative listening;~~ interpret and differentiate how techniques and technologies impact media messages;

(b) ~~use feedback to evaluate one’s own effectiveness as a speaker and as a listener, and set personal goals; and~~ analyze the credibility of the sources of media messages;

(c) ~~explain the importance of speaking and listening in our democratic society within a culturally diverse world.~~ analyze the purpose and recognize the effects of fact, fiction, opinion, bias, and stereotypes in media messages on diverse groups of people, including Montana American Indians;

(d) apply appropriate norms, rules, laws, and etiquette in the use and creation of media messages;

(e) analyze the inherent consequences to self and others in the use and creation of media messages;

(f) create and analyze media messages for specific audiences and purposes; and

(g) identify how media messages embed values and influence individuals, cultures, and societies.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3643 BENCHMARK FOR ~~SPEAKING AND LISTENING~~ COMMUNICATION ARTS MEDIA LITERACY CONTENT STANDARD 4 UPON GRADUATION (1) The benchmark for ~~speaking and listening~~ communication arts media literacy content standard 4 for a student upon graduation is the ability to:

(a) ~~analyze the characteristics and evaluate the impact of informative, persuasive, and artistic presentations of self, peers, public figures, and the media;~~ evaluate how techniques and technologies influence the meaning and effectiveness of the media messages;

(b) ~~use feedback to evaluate one’s own effectiveness as a speaker and as a listener, and set personal goals; and~~ evaluate the credibility of the sources of media messages;

(c) ~~analyze the legal and ethical issues associated with responsible communication.~~ evaluate the impact of fact, opinion, bias, and stereotypes in media messages about diverse groups of people, including Montana American Indians;

(d) apply knowledge and evaluate the impact of norms, rules, laws, and etiquette in the use and creation of media messages;

(e) evaluate the inherent consequences to individuals and societies in the use and creation of media messages;

(f) create and evaluate media messages for a variety of audiences and purposes; and

(g) analyze the embedded values and evaluate the media's role in shaping perceptions of reality for individuals, cultures, and societies.

AUTH: 20-2-114, MCA

IMP: 20-2-121, 20-3-106, 20-7-101, MCA

6. The board proposes to repeal the following rules:

10.54.3010 READING CONTENT STANDARD 1 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3011 BENCHMARK FOR READING CONTENT STANDARD 1 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3012 BENCHMARK FOR READING CONTENT STANDARD 1 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3013 BENCHMARK FOR READING CONTENT STANDARD 1 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3020 READING CONTENT STANDARD 2 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3021 BENCHMARK FOR READING CONTENT STANDARD 2 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3022 BENCHMARK FOR READING CONTENT STANDARD 2 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3023 BENCHMARK FOR READING CONTENT STANDARD 2 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3030 READING CONTENT STANDARD 3 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3031 BENCHMARK FOR READING CONTENT STANDARD 3 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3032 BENCHMARK FOR READING CONTENT STANDARD 3 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3033 BENCHMARK FOR READING CONTENT STANDARD 3 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3040 READING CONTENT STANDARD 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3041 BENCHMARK FOR READING CONTENT STANDARD 4 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3042 BENCHMARK FOR READING CONTENT STANDARD 4 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3043 BENCHMARK FOR READING CONTENT STANDARD 4 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3050 READING CONTENT STANDARD 5 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3051 BENCHMARK FOR READING CONTENT STANDARD 5 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3052 BENCHMARK FOR READING CONTENT STANDARD 5 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3053 BENCHMARK FOR READING CONTENT STANDARD 5 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3087 ADVANCED READING PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3088 PROFICIENT READING PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3089 NEARING PROFICIENCY READING PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3090 NOVICE READING PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3091 ADVANCED READING PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3092 PROFICIENT READING PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3093 NEARING PROFICIENCY READING PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3094 NOVICE READING PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3095 ADVANCED READING PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3096 PROFICIENT READING PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3097 NEARING PROFICIENCY READING PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3098 NOVICE READING PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3210 LITERATURE CONTENT STANDARD 1 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3211 BENCHMARK FOR LITERATURE CONTENT STANDARD 1 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3212 BENCHMARK FOR LITERATURE CONTENT STANDARD 1 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3213 BENCHMARK FOR LITERATURE CONTENT STANDARD 1 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3220 LITERATURE CONTENT STANDARD 2 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3221 BENCHMARK FOR LITERATURE CONTENT STANDARD 2 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3222 BENCHMARK FOR LITERATURE CONTENT STANDARD 2 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3223 BENCHMARK FOR LITERATURE CONTENT STANDARD 2 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3230 LITERATURE CONTENT STANDARD 3 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3231 BENCHMARK FOR LITERATURE CONTENT STANDARD 3 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3232 BENCHMARK FOR LITERATURE CONTENT STANDARD 3 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3233 BENCHMARK FOR LITERATURE CONTENT STANDARD 3 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3240 LITERATURE CONTENT STANDARD 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3241 BENCHMARK FOR LITERATURE CONTENT STANDARD 4 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3242 BENCHMARK FOR LITERATURE CONTENT STANDARD 4 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3243 BENCHMARK FOR LITERATURE CONTENT STANDARD 4 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3250 LITERATURE CONTENT STANDARD 5 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3251 BENCHMARK FOR LITERATURE CONTENT STANDARD 5 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3252 BENCHMARK FOR LITERATURE CONTENT STANDARD 5 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3253 BENCHMARK FOR LITERATURE CONTENT STANDARD 5 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3287 ADVANCED LITERATURE PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3288 PROFICIENT LITERATURE PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3289 NEARING PROFICIENCY LITERATURE PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3290 NOVICE LITERATURE PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3291 ADVANCED LITERATURE PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3292 PROFICIENT LITERATURE PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3293 NEARING PROFICIENCY LITERATURE PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3294 NOVICE LITERATURE PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3295 ADVANCED LITERATURE PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3296 PROFICIENT LITERATURE PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3297 NEARING PROFICIENCY LITERATURE PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3298 NOVICE LITERATURE PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3410 WRITING CONTENT STANDARD 1 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3411 BENCHMARK FOR WRITING CONTENT STANDARD 1 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3412 BENCHMARK FOR WRITING CONTENT STANDARD 1 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3413 BENCHMARK FOR WRITING CONTENT STANDARD 1 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3420 WRITING CONTENT STANDARD 2 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3421 BENCHMARK FOR WRITING CONTENT STANDARD 2 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3422 BENCHMARK FOR WRITING CONTENT STANDARD 2 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54. 3423 BENCHMARK FOR WRITING CONTENT STANDARD 2 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3430 WRITING CONTENT STANDARD 3 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3431 BENCHMARK FOR WRITING CONTENT STANDARD 3 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3432 BENCHMARK FOR WRITING CONTENT STANDARD 3 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54. 3433 BENCHMARK FOR WRITING CONTENT STANDARD 3 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3440 WRITING CONTENT STANDARD 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3441 BENCHMARK FOR WRITING CONTENT STANDARD 4 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3442 BENCHMARK FOR WRITING CONTENT STANDARD 4 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54. 3443 BENCHMARK FOR WRITING CONTENT STANDARD 4 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3450 WRITING CONTENT STANDARD 5 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3451 BENCHMARK FOR WRITING CONTENT STANDARD 5 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3452 BENCHMARK FOR WRITING CONTENT STANDARD 5 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54. 3453 BENCHMARK FOR WRITING CONTENT STANDARD 5 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3460 WRITING CONTENT STANDARD 6 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3461 BENCHMARK FOR WRITING CONTENT STANDARD 6 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3462 BENCHMARK FOR WRITING CONTENT STANDARD 6 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54. 3463 BENCHMARK FOR WRITING CONTENT STANDARD 6 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3487 ADVANCED WRITING PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3488 PROFICIENT WRITING PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3489 NEARING PROFICIENCY WRITING PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3490 NOVICE WRITING PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3491 ADVANCED WRITING PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3492 PROFICIENT WRITING PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3493 NEARING PROFICIENCY WRITING PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3494 NOVICE WRITING PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3495 ADVANCED WRITING PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3496 PROFICIENT WRITING PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3497 NEARING PROFICIENCY WRITING PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3498 NOVICE WRITING PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3687 ADVANCED SPEAKING AND LISTENING PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3688 PROFICIENT SPEAKING AND LISTENING PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3689 NEARING PROFICIENCY SPEAKING AND LISTENING PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3690 NOVICE SPEAKING AND LISTENING PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3691 ADVANCED SPEAKING AND LISTENING PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3692 PROFICIENT SPEAKING AND LISTENING PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3693 NEARING PROFICIENCY SPEAKING AND LISTENING PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3694 NOVICE SPEAKING AND LISTENING PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3695 ADVANCED SPEAKING AND LISTENING PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3696 PROFICIENT SPEAKING AND LISTENING PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3697 NEARING PROFICIENCY SPEAKING AND LISTENING PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3698 NOVICE SPEAKING AND LISTENING PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3810 MEDIA LITERACY CONTENT STANDARD 1 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3811 BENCHMARK FOR MEDIA LITERACY CONTENT STANDARD 1 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3812 BENCHMARK FOR MEDIA LITERACY CONTENT STANDARD 1 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3813 BENCHMARK FOR MEDIA LITERACY CONTENT STANDARD 1 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3820 MEDIA LITERACY CONTENT STANDARD 2 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3821 BENCHMARK FOR MEDIA LITERACY CONTENT STANDARD 2 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3822 BENCHMARK FOR MEDIA LITERACY CONTENT STANDARD 2 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54. 3823 BENCHMARK FOR MEDIA LITERACY CONTENT STANDARD 2 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3830 MEDIA LITERACY CONTENT STANDARD 3 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3831 BENCHMARK FOR MEDIA LITERACY CONTENT STANDARD 3 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3832 BENCHMARK FOR MEDIA LITERACY CONTENT STANDARD 3 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54. 3833 BENCHMARK FOR MEDIA LITERACY CONTENT STANDARD 3 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3840 MEDIA LITERACY CONTENT STANDARD 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3841 BENCHMARK FOR MEDIA LITERACY CONTENT STANDARD 4 FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3842 BENCHMARK FOR MEDIA LITERACY CONTENT STANDARD 4 FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54. 3843 BENCHMARK FOR MEDIA LITERACY CONTENT STANDARD 4 UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3887 ADVANCED MEDIA LITERACY PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3888 PROFICIENT MEDIA LITERACY PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3889 NEARING PROFICIENCY MEDIA LITERACY PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3890 NOVICE MEDIA LITERACY PERFORMANCE STANDARDS FOR END OF GRADE 4 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3891 ADVANCED MEDIA LITERACY PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3892 PROFICIENT MEDIA LITERACY PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3893 NEARING PROFICIENCY MEDIA LITERACY PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3894 NOVICE MEDIA LITERACY PERFORMANCE STANDARDS FOR END OF GRADE 8 AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3895 ADVANCED MEDIA LITERACY PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3896 PROFICIENT MEDIA LITERACY PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3897 NEARING PROFICIENCY MEDIA LITERACY PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.3898 NOVICE MEDIA LITERACY PERFORMANCE STANDARDS UPON GRADUATION AUTH: 20-2-114, MCA; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

7. Concerned persons may submit their data, views, or arguments either orally or in writing at the hearing. Written data, views, or arguments may also be submitted to: Steve Meloy, Board of Public Education, P.O. Box 200601, Helena, MT 59620-0601; telephone (406) 444-6576; fax (406) 444-0847; or e-mail smeloy@mt.gov, and must be received no later than 5:00 p.m., December 22, 2009.

8. Steve Meloy, Executive Secretary of the Board of Public Education has been designated to preside over and conduct this hearing.

9. The board maintains a list of interested persons who wish to receive notices of rulemaking actions proposed by this agency. Persons who wish to have their name added to the list shall make a written request that includes the name, e-mail, and mailing address of the person to receive notices and specifies for which program the person wishes to receive notices. Notices will be sent by e-mail unless a mailing preference is noted in the request. Such written request may be mailed or delivered to the contact person in 7 above or may be made by completing a request form at any rules hearing held by the board.

10. An electronic copy of this Proposal Notice is available through the Secretary of State's web site at http://sos.mt.gov/ARM/Register. The Secretary of State strives to make the electronic copy of the Notice conform to the official version of the Notice, as printed in the Montana Administrative Register, but advises all concerned persons that in the event of a discrepancy between the official printed text of the Notice and the electronic version of the Notice, only the official printed text will be considered. In addition, although the Secretary of State works to keep its web site accessible at all times, concerned persons should be aware that the web site may be unavailable during some periods, due to system maintenance or technical problems.

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

/s/ Steve Meloy /s/ Patty Myers

Steve Meloy Patty Myers

Rule Reviewer Chairperson

Board of Public Education

Certified to the Secretary of State November 16, 2009.