Vermont S 313: An act relating to the definition of "cider"

Bill Text

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No. 177. An act relating to transforming Vermont’s career technical
education system.
(S.313)
It is hereby enacted by the General Assembly of the State of Vermont:
Sec. 1. FINDINGS
The General Assembly finds that:
(1) Vermont has unmet workforce needs and skills gaps, while a
growing percentage of the decreasing school-aged population is not continuing
on to further their education.
(2) To help reverse these trends, every student should graduate with a
plan for what comes next after high school, whether that is continued education
or training, military service, or entering the workforce.
(3) A growing body of research shows that the fulfillment of this vision
requires the creation of a career navigation system that includes intentional,
coordinated, and equitable local, regional, and statewide programming from
elementary school through high school. The system should ensure that
students gain awareness of post–high school career and education opportunities
through career exploration, personalized guidance, work-based learning,
flexible pathways programming, and credentials of value that support
successful transitions beyond high school.
(4) CTE is an essential tool to realize this vision. CTE engages students
in hands-on instruction and applied learning that builds practical skills,
develops career readiness, and provides pathways to industry-recognized

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credentials and postsecondary credit. Vermont’s CTE system must ensure that
every student, regardless of geography, identity, or school, has access to high-
quality career technical education opportunities.
Sec. 2. CAREER TECHNICAL EDUCATION SYSTEM
TRANSFORMATION; LEGISLATIVE INTENT
To realize a strong statewide career preparation system, it is the intent of the
General Assembly to transform Vermont’s career technical education (CTE)
system as follows:
(1) Provide universal access to CTE, ensuring that every student can
participate in CTE programming, including pretech and foundations courses,
by:
(A) increasing exposure to and early awareness of CTE in middle
school and the first two years of high school;
(B) addressing barriers such as transportation, scheduling conflicts,
and awareness;
(C) providing consistency in admissions policies while allowing for
program-specific requirements related to readiness, sequencing, and safety;
and
(D) ensuring that no student may be placed on a waitlist or prevented
from accessing CTE for lack of capacity where there is a viable alternative
program that aligns with the student’s intended program of study and meets
program requirements, including sequencing and safety concerns, through the

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provision of transportation, supported through a state-level funding or
coordination mechanism.
(2) Enable flexible delivery models, expanding beyond regional
technical centers to offer multiple pathways for students to access CTE
programming and graduate with required high school courses by:
(A) delivering programs at sending high schools or in a hybrid format
where appropriate, provided that program quality, industry alignment, and
access to necessary equipment and facilities are maintained; and
(B) utilizing shared resources and technology to improve educational
access and limit transportation needs.
(3) Align the CTE system with workforce needs by designing and
evaluating programs based on current and emerging Vermont labor market
demands, continue robust evaluation of the system through the Comprehensive
Local Needs Assessment process, and utilize statewide research from
Vermont’s Most Promising Jobs and VT Labor Market Information to assess
student outcomes in continuing to the workforce.
(4) Create a sustainable, student-centered funding system that removes
disincentives for participation and supports program growth and innovation.
Flexible delivery models and access must be taken into consideration to ensure
the sustainability of program delivery.
(5) Explore the viability and impact of CTE centers becoming diploma-
conferring institutions or comprehensive high schools. In situations where this

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is not possible, high schools shall be required to award the credits
recommended by a CTE center.
(6) Maintain a strong adult CTE system by building robust adult and
continuing education pathways within CTE that meet Vermont’s upskilling,
reskilling, and workforce development needs while connecting seamlessly with
secondary programs and regional workforce partners. Such a system shall
have a governance and funding model that promotes coordination, quality,
program consistency, and sustainability.
(7) Coordinate CTE governance by establishing governance approaches
that strengthen collaboration across districts, improve consistency and program
quality, and better support positive student outcomes. CTE governance should
align with the ongoing education transp