Administrative Rules of the State of Montana

BEFORE THE BOARD OF PUBLIC EDUCATION

OF THE STATE OF MONTANA

In the matter of the adoption of New Rules I through IX, the amendment of ARM 10.55.1801, and the repeal of ARM Title 10, chapter 54, subchapters 65 and 66 pertaining to library media content standards

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

TO: All Concerned Persons

1. On September 2, 2020, at 10:30 a.m., the Board of Public Education will hold a public hearing via ZOOM online meeting platform to consider the proposed adoption, amendment, and repeal of the above-stated rules. Because there currently exists a state of emergency in Montana due to the public health crisis by the novel coronavirus, COVID-19, there will be no in-person hearing. Interested parties may access the remote conferencing in the following ways:

(a) Join Zoom meeting, https://mt-gov.zoom.us/j/93162327751?pwd=WFRSQzhLK044S2J1OVJLUThQUVFsUT09

Meeting ID: 931 6232 7751

Password: 838190

(b) Dial by Telephone, +1 646 558 8656 or +1 406 444 9999

Meeting ID: 931 6232 7751

Password: 838190

The hearing will begin with a brief introduction by department staff to explain the use of the videoconference and telephonic platform. All participants will be muted except when it is their time to speak.

2. The Board of Public Education will make reasonable accommodations for persons with disabilities who wish to participate in this rulemaking process or need an alternative accessible format of this notice. If you require an accommodation, contact the Board of Public Education no later than 5:00 p.m. on August 26, 2020, to advise us of the nature of the accommodation that you need. Please contact Peter Donovan, Executive Director, 46 North Last Chance Gulch, P.O. Box 200601, Helena, Montana, 59620-0601; telephone (406) 444-0302; fax (406) 444-0847; or e-mail pdonovan@mt.gov.

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

NEW RULE I MONTANA CONTENT STANDARDS FOR LIBRARY MEDIA AND INFORMATION LITERACY FOR K-12 (1) When a district incorporates or integrates library media and information literacy content into district curriculum or offers an elective course in library media and information literacy, the following standards apply:

(a) build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems;

(b) demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community, including the distinct and unique cultural heritage of American Indians;

(d) make meaning by collecting, organizing, and sharing resources of personal relevance;

(e) exercise freedom to read and demonstrate the ability to pursue personal interests; and

(f) demonstrate safe, legal, and ethical creating and sharing of knowledge products.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-114, MCA

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

NEW RULE II CONTENT STANDARDS FOR LIBRARY MEDIA AND INFORMATION LITERACY FOR KINDERGARTEN (1) Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.

(a) form simple, factual level questions and begin to explore ways to answer them; and

(b) ask "I wonder" questions about topic, question, or problem.

(2) Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community, including the distinct and unique cultural heritage of American Indians.

(a) share knowledge and ideas with others through discussion and listening; and

(b) formulate questions related to content presented by others.

(3) Work effectively with others to broaden perspectives and work toward common goals by listening respectfully and, when appropriate, offering information and opinions in group discussions.

(4) Make meaning by collecting, organizing, and sharing resources of personal relevance by expressing feelings and ideas about a story in different formats.

(5) Exercise freedom to read and demonstrate the ability to pursue personal interests.

(a) routinely select picture, fiction, and information books;

(b) explore new genres; and

(6) Demonstrate safe, legal, and ethical creating and sharing of knowledge products by maintaining safe behavior when using the internet.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-114, MCA

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

NEW RULE III CONTENT STANDARDS FOR LIBRARY MEDIA AND INFORMATION LITERACY FOR FIRST GRADE (1) Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.

(a) Form simple, factual level questions and begin to explore ways to answer them; and

(b) ask "I wonder" questions about topic, question, or problem.

(2) Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community, including the distinct and unique cultural heritage of American Indians.

(a) Share knowledge and ideas with others through discussion and listening; and

(b) formulate questions related to content presented by others.

(3) Work effectively with others to broaden perspectives and work toward common goals by listening respectfully and, when appropriate, offering information and opinions in group discussions.

(4) Make meaning by collecting, organizing, and sharing resources of personal relevance by expressing feelings and ideas about a story in different formats.

(5) Exercise freedom to read and demonstrate the ability to pursue personal interests.

(a) Request, choose, and share a variety of materials from various genres related to personal interests; and

(b) select books at the appropriate reading level, to be read aloud, or challenging books for browsing and enjoyment.

(6) Demonstrate safe, legal, and ethical creating and sharing of knowledge products.

(a) Acknowledge the work of others; and

(b) maintain safe behavior when using the internet.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-114, MCA

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

NEW RULE IV CONTENT STANDARDS FOR LIBRARY MEDIA AND INFORMATION LITERACY FOR SECOND GRADE (1) Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. Generate questions about a topic and select a focal question to explore.

(2) Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community, including the distinct and unique cultural heritage of American Indians.

(a) Share knowledge and ideas with others through discussion and listening; and

(b) formulate questions related to content presented by others.

(3) Work effectively with others to broaden perspectives and work toward common goals. Listen respectfully and, when appropriate, offer information and opinions in group discussions.

(4) Make meaning by collecting, organizing, and sharing resources of personal relevance. Make connections between literature and personal experiences.

(5) Exercise freedom to read and demonstrate the ability to pursue personal interests:

(a) books at the appropriate reading level, to be read aloud, or challenging books for browsing and enjoyment; and

(b) begin to recognize that different genres require different reading, listening, or viewing strategies.

(6) Demonstrate safe, legal, and ethical creating and sharing of knowledge products.

(a) Acknowledge the work of others; and

(b) maintain safe behavior when using the internet.

NEW RULE V CONTENT STANDARDS FOR LIBRARY MEDIA AND INFORMATION LITERACY FOR THIRD GRADE (1) Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. Ask "why" questions in order to formulate a question about a topic.

(2) Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community, including the distinct and unique cultural heritage of American Indians.

(a) Articulate and identify one's own place in the global community and respect others' cultural identities; and

(b) explore sources written by authors with diverse backgrounds.

(3) Work effectively with others to broaden perspectives and work toward common goals.

(a) Find information in print, digital, and other resources on a topic of personal interest;

(b) work in teams to produce original works or solve problems; and

(4) Make meaning by collecting, organizing, and sharing resources of personal relevance.

(a) Make a list of possible sources of information that will help answer questions or an information need; and

(b) use text features to decide which resources are best to use and why.

(5) Exercise freedom to read and demonstrate the ability to pursue personal interests.

(a) Read, listen to, and view a range of resources for a variety of purposes;

(b) recognize features of various genres and use different reading strategies for understanding;

(d) set reading goals; and

(e) demonstrate knowledge of authors and genres.

(6) Demonstrate safe, legal, and ethical creating and sharing of knowledge products.

(a) Acknowledge and credit the work of others; and

(b) use information, technology and media tools responsibly and safely.

NEW RULE VI CONTENT STANDARDS FOR LIBRARY MEDIA AND INFORMATION LITERACY FOR FOURTH GRADE (1) Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.

(a) Ask "why" questions in order to formulate a question about a topic; and

(b) use an inquiry process to solve a problem.

(2) Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community, including the distinct and unique cultural heritage of American Indians.

(a) Articulate and identify one's own place in the global community and respect others' cultural identities; and

(b) explore sources written by authors with diverse backgrounds.

(3) Work effectively with others to broaden perspectives and work toward common goals.

(a) Find information in print, digital, and other resources on a topic of personal interest;

(b) work in teams to produce original works or solve problems; and

(4) Make meaning by collecting, organizing, and sharing resources of personal relevance.

(a) Organize possible sources of information that will help answer questions or an information need; and

(b) use text features to decide which resources are best to use and why.

(5) Exercise freedom to read and demonstrate the ability to pursue personal interests.

(a) Read, listen to, and view a range of resources for a variety of purposes;

(b) recognize features of various genres and use different reading strategies for understanding;

(d) set reading goals; and

(e) demonstrate knowledge of authors and genres.

(6) Demonstrate safe, legal, and ethical creating and sharing of knowledge products.

(a) Acknowledge and credit the work of others; and

(b) use information, technology and media tools responsibly and safely.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-114, MCA

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

NEW RULE VII CONTENT STANDARDS FOR LIBRARY MEDIA AND INFORMATION LITERACY FOR FIFTH GRADE (1) Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.

(a) Ask "why" questions in order to formulate a question about a topic; and

(b) use an inquiry process to solve a problem.

(2) Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community, including the distinct and unique cultural heritage of American Indians

(a) Articulate and identify one's own place in the global community and respect others' cultural identities; and

(b) identify sources written by authors with diverse backgrounds.

(3) Work effectively with others to broaden perspectives and work toward

common goals.

(a) Find information in print, digital, and other resources on a topic of personal interest;

(b) work in teams to produce original works or solve problems; and

(4) Make meaning by collecting, organizing, and sharing resources of personal relevance.

(a) Organize possible sources of information that will help answer questions or an information need; and

(b) use text features to decide which resources are best to use and why.

(5) Exercise freedom to read and demonstrate the ability to pursue personal interests.

(a) Read, listen to, and view a range of resources for a variety of purposes;

(b) explain features of various genres and use different reading strategies for understanding;

(d) set reading goals; and

(e) demonstrate knowledge of authors and genres.

(6) Demonstrate safe, legal, and ethical creating and sharing of knowledge products.

(a) Acknowledge and credit the work of others;

(b) use information, technology and media tools responsibly and safely; and

AUTH: Mont. Const. Art. X, sec. 9, 20-2-114, MCA

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

NEW RULE VIII CONTENT STANDARDS FOR LIBRARY MEDIA AND INFORMATION LITERACY FOR SIXTH THROUGH EIGHTH GRADE (1) Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.

(a) Write questions independently based on key ideas or areas of focus;

(b) refine questions based on the type of information needed; and

(2) Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community, including the distinct and unique cultural heritage of American Indians.

(a) Evaluate resources for relevance, currency authority, and bias including those by and about tribes in Montana; and

(b) seek more than one point of view by using diverse sources.

(3) Work effectively with others to broaden perspectives and work toward common goals.

(a) Offer information and opinions and encourage others to share ideas at

appropriate times in group discussions; and

(b) accurately describe or summarize the ideas of others.

(4) Make meaning by collecting, organizing, and sharing resources of personal relevance.

(a) Experiment with various types of technology tools for artistic and personal expression; and

(b) share reading, listening, and viewing experiences in a variety of ways and formats.

(5) Exercise freedom to read and demonstrate the ability to pursue personal interests.

(a) Independently locate and select information for personal, hobby, or vocational interests;

(b) read, listen to, and view a wide range of genres and formats for recreation and information; and

(6) Demonstrate safe, legal, and ethical creating and sharing of knowledge products.

(a) Practice internet safety and appropriate online behavior;

(b) use criteria to determine safe and unsafe internet sites;

(d) connect ideas and information with their owners or source;

(e) credit sources by following copyright, licensing, and fair use guidelines.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-114, MCA

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

NEW RULE IX CONTENT STANDARDS FOR LIBRARY MEDIA AND INFORMATION LITERACY FOR NINTH THROUGH TWELFTH GRADE (1) Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.

(a) Formulate and refine essential questions through reading, constructing hypotheses, research questions, and thesis statements;

(b) develop questions that require making connections between ideas and events and systematically test a hypothesis or validate a thesis statement; and

(2) Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community, including the distinct and unique cultural heritage of American Indians.

(a) Evaluate resources for relevance, currency authority, and bias including those by and about tribes in Montana;

(b) seek more than one point of view by using diverse sources; and

(3) Work effectively with others to broaden perspectives and work toward common goals.

(a) Actively seek the opinions of others and contribute positively to an environment in which all participants ideas are shared and valued;

(b) seek consensus from a group, when appropriate, to achieve a stronger product; and

(4) Make meaning by collecting, organizing, and sharing resources of personal relevance.

(a) Assess the impacts of specific works on the reader or viewer;

(b) express ideas through creative products in multiple formats using a variety of technology tools;

(c) select an appropriate format to effectively communicate and support a purpose, argument, point of view, or interpretation;

(d) create original products using a variety of technology tools to express personal learning; and

(e) independently pursue answers to self-generated questions.

(5) Exercise freedom to read and demonstrate the ability to pursue personal interests.

(a) Select a variety of types of materials based on personal interests and prior knowledge;

(b) read, listen to, and view information in a variety of formats and genres to explore new ideas, form opinions, solve problems, and to connect to real-world issues;

(c) routinely read, view, and listen for personal enjoyment, to learn, to solve problems, and to explore different ideas;

(d) read widely to develop a global perspective and understand different cultural contexts; and

(e) identify the rights of self and others to access information freely and pursue the right to read, view, and listen.

(6) Demonstrate safe, legal, and ethical creating and sharing of knowledge products.

(a) Practice internet safety and appropriate online behavior;

(b) use criteria to determine safe and unsafe internet sites;

(d) connect ideas and information with their owners or source;

(e) credit sources by following copyright, licensing, and fair use guidelines for text, visuals, and audio in generating products and presentations.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-114, MCA

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

4. The rule as proposed to be amended provides as follows, new matter underlined, deleted matter interlined:

10.55.1801 LIBRARY MEDIA PROGRAM DELIVERY STANDARDS (1) In general, a basic program in library media shall:

(a) meet the following conditions:

(i) establish ~~flexible~~ scheduling to ensure that libraries respond to information needs, foster intellectual curiosity, and support learning;

(ii) ensure collaboration with classroom teachers of all disciplines to implement content area standards and to assist students in engaging in the inquiry/research process;

(iii) model and support the ethical use of information, adherence to copyright laws, and respect for intellectual property; and

(iv) advise the board of trustees on policy and rule pertaining to:

(A) develop~~ing~~ and maintain~~ing~~ a physical and digital library collection that is current, balanced, and reflects authentic historical and cultural contributions of Montana's American Indians and other minority and ethnic groups;

(B) ~~engaging~~ engage in comprehensive long range planning to administer and manage, in a secure area, the human, financial, digital, and physical resources of the library to locate, access, and use ~~on-site~~ resources that are organized and cataloged; and

(I) materials selection and de-selection;

(II) challenged materials procedure;

(III) intellectual/academic freedom statement;

(IV) confidentiality assurance;

(V) copyright guidelines; and

(VI) gifts and donations.

(b) include the following practices:

(i) collaborate with classroom teachers of all disciplines to highlight and reinforce the commonalities and links between and among the curricular areas;

(ii) cooperate and join with other libraries, information agencies, and community resources in the sharing of materials;

(iii) encourage partnerships with information centers that use providers of digital electronic content and information systems; and

(iv) participate in school-wide technology and telecommunications digital service and content planning and promote its integration into all instructional programs.

AUTH: Mont. Const. Art. X, sec. 9, 20-2-114, MCA

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

5. The department proposes to repeal the following rules:

10.54.6510 INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 1, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6511 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 1 FOR THE END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6512 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 1 FOR THE END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6513 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 1 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6520 INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 2, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6521 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 2 FOR THE END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6522 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 2 FOR THE END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6523 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 2 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6530 INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 3, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6531 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 3 FOR THE END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6532 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 3 FOR THE END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6533 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 3 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6540 INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6541 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 4 FOR THE END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6542 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 4 FOR THE END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6543 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 4 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6550 INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 5, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6551 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 5 FOR THE END OF GRADE 4, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6552 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 5 FOR THE END OF GRADE 8, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6553 BENCHMARK FOR INFORMATION LITERACY/LIBRARY MEDIA CONTENT STANDARD 5 UPON GRADUATION, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6601 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6602 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6603 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6604 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6605 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6606 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6607 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6608 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6609 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6610 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6611 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6612 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 1 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6613 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6614 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6615 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6616 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6617 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6618 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6619 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6620 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6621 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6622 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6623 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6624 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 2 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6625 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6626 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6627 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6628 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6629 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6630 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6631 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6632 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6633 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6634 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6635 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6636 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 3 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6637 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6638 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE PROFICIEN LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6639 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6640 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6641 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6642 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6643 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6644 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6645 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6646 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6647 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6648 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 4 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6649 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 5 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6650 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 5 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6651 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 5 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6652 GRADE 4 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 5 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6653 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 5 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6654 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 5 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6655 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 5 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6656 GRADE 8 PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 5 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6657 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 5 AT THE ADVANCED LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6658 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 5 AT THE PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6659 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 5 AT THE NEARING PROFICIENT LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

10.54.6660 UPON GRADUATION PERFORMANCE DESCRIPTORS FOR CONTENT STANDARD 5 AT THE NOVICE LEVEL, AUTH: 20-2-114; IMP: 20-2-121, 20-3-106, 20-7-101, MCA

6. Statement of Reasonable Necessity: The Board of Public Education has determined it is reasonable and necessary to adopt, amend, and repeal rules relating to library media and information literacy content standards pursuant to ARM 10.54.2503 Standards Review Schedule and 10.53.104 Standards Review Schedule. The board has determined that to stay consistent with the legislative intent of Senate Bill 152 of the 2005 Legislative Session it must review and make contemporary amendments to its standards. The Legislature recognizes the need to reassess educational needs on a cyclical basis and the board recognizes its standards represent the minimum standards. These standards are the basis upon which a quality system of education is built and maintained. The board strives to conform to a regular review cycle for every chapter of accreditation. The standards review process shall use context information, criteria, processes, and procedures identified by the Office of Public Instruction with input from representatives of accredited schools and in accordance with the requirements of 20-7-101, MCA.

Using a negotiated rulemaking process involving stakeholder groups, Superintendent of Public Instruction Elsie Arntzen has developed recommendations for the revision of the Montana library media and information literacy standards. The current standards were adopted in 2008. In order to benefit students, it is important to implement standards that are based on current knowledge and understanding of best practices in library media and information literacy education.

The board also proposes to include in the authorizing and implementing statutes a citation to its constitutional authority requiring the board "to exercise general supervision over the public school system." This inclusion would recognize the board's constitutional authority to conduct rulemaking.

7. Economic impact statement summary: The Office of Public Instruction (OPI) surveyed school districts in winter and spring of 2020 about the impacts of the proposed standards on district resources for staffing, instructional materials, curriculum development, and professional development. Ninety-one percent of respondents indicated that their district could implement the proposed library media standards using existing resources.

The OPI has identified $1,305 to support the implementation of the proposed library media standards. This funding will provide online professional development opportunities. The OPI will also develop a model curriculum guide to assist school districts with curriculum development.

Based on the analysis of the survey results and the advice of the negotiated rulemaking committee, the OPI has concluded that the school district expenditures required under the proposed standards are insubstantial expenditures that can be readily absorbed into the budgets of existing district programs.

8. Concerned persons may submit their data, views, or arguments either orally or in writing at the hearing. Written data, views, or arguments may also be submitted to: Peter Donovan, Executive Director, 46 North Last Chance Gulch, P.O. Box 200601, Helena, Montana, 59620-0601; telephone (406) 444-0302; fax (406) 444-0847; or e-mail pdonovan@mt.gov and must be received no later than 5:00 p.m., September 9, 2020.

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

10. The board maintains a list of interested persons who wish to receive notices of rulemaking actions proposed by this agency. Persons who wish to have their name added to the list shall make a written request that includes the name, e-mail, and mailing address of the person to receive notices and specifies for which program the person wishes to receive notices. Notices will be sent by e-mail unless a mailing preference is noted in the request. Such written request may be mailed or delivered to the contact person in 8 above or may be made by completing a request form at any rules hearing held by the department.

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

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

13. With regard to the requirements of 2-4-111, MCA, the department has determined that the adoption, amendment, and repeal of the above-referenced rules will not significantly and directly impact small businesses.

/s/ Peter Donovan /s/ Darlene Schottle

Peter Donovan Darlene Schottle

Rule Reviewer Board Chair

Board of Public Education

Certified to the Secretary of State July 28, 2020.