Vermont S 221: An act relating to transferring regulation of aquatic nuisance control to the Department of Fish and Wildlife

Bill Text

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VT LEG #385738 v.1
S.221 1
Introduced by Senator Westman 2
Referred to Committee on 3
Date: 4
Subject: Education; courses of study; civics education; Agency of Education 5
Statement of purpose of bill as introduced: This bill proposes to require school 6
districts to provide civics education in kindergarten through grade 12; allow 7
project-based assessments in civics education; recognize students, schools, and 8
school districts for exemplary achievements in civics education; and create the 9
Civics Education Special Fund to provide funding for civics education. 10
An act relating to creating an equitable vision for implementing civic 11
education 12
It is hereby enacted by the General Assembly of the State of Vermont: 13
Sec. 1. SHORT TITLE 14
This act shall henceforth be known as the “Civics Strengthens Democracy 15
Act.” 16
Sec. 2. FINDINGS 17
The General Assembly finds that: 18
(1) Neglect for civics in our elementary and secondary education system 19
has contributed to polarization, distrust in institutions, and a citizenry and 20

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electorate who are poorly prepared to understand, appreciate, and use our form 1
of government and civic life. 2
(2) All students need to have the civic knowledge, skills, dispositions, 3
and behaviors necessary to participate in, preserve, and strengthen our 4
republic. 5
(3) Vermont should embrace civic education that: 6
(A) inspires students to want to become involved in their 7
constitutional democracy and help to sustain our republic; 8
(B) tells a full and complete narrative of America’s plural, yet shared, 9
story; 10
(C) celebrates the compromises needed to make our constitutional 11
democracy work; 12
(D) cultivates civic honesty and reflective patriotism that leaves 13
space to both love and critique this country; 14
(E) is relevant and engaging for students and teaches history and 15
civics in an integrated and inquiry-based manner; and 16
(F) teaches history and civics through a timeline of events and themes 17
that run through those events. 18
(4) Students who experience comprehensive, high-quality civic 19
education are more likely to vote and discuss politics at home, complete 20
college and develop employable skills, volunteer, and work on community 21

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issues and are more confident in their ability to speak publicly and 1
communicate with their elected representatives. 2
(5) The civic strength of our country relies on prioritizing and investing 3
in quality, comprehensive civic learning for the next generation of civic 4
participants. 5
Sec. 3. 16 V.S.A. § 914 is added to read: 6
§ 914. CIVIC EDUCATION 7
(a) Definitions. As used in this section: 8
(1) “Agency” means the Agency of Education. 9
(2) “Civic seal” means a recognition awarded by school districts to 10
individual students who have demonstrated civic excellence through their high 11
school project-based assessment and related coursework. 12
(3) “Civics” means a nonpartisan educational program that addresses: 13
(A) civic knowledge, which includes the acquisition of knowledge, 14
including an understanding of the history, heritage, civic life, and civic 15
institutions of the United States; 16
(B) civic skills, which includes the acquisition of skills, such as the 17
ability to analyze text and determine the reliability of sources, as well as an 18
understanding of the ways in which civic institutions operate and how 19
individuals may be involved in civic life; 20

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(C) civic dispositions, which includes the acquisition of dispositions; 1
values such as appreciation for free speech, civil discourse, tolerance, and 2
inclusion; and an understanding of perspectives that differ from one’s own, as 3
well as a disposition to be civically engaged; and 4
(D) civic behavior, which includes the development of behaviors, 5
including civic habits and practices such as voting, serving on juries, 6
engagement in deliberative discussions, volunteering, attending public 7
meetings, and other activities related to civic life. 8
(4) “Educating for American democracy pedagogical principles” means 9
the following evidence-based instructional methods: 10
(A) Excellence for all, which requires teachers to commit to learn 11
about and teach full and multifaceted history and civic narratives. Teachers 12
shall appreciate student diversity and assume all students’ capacity for learning 13
complex and rigorous content. Teachers shall focus on inclusion and equity in 14
both content and approach as they spiral instruction across grade bands, 15
increasing complexity and depth about relevant history and contemporary 16
issues. 17
(B) Self-reflection and a growth mindset, which requires teachers to 18
have a growth mindset for themselves and their students, meaning they engage 19
in continuous self