TO PUBLISH - Rhode Island Secondary Regulations Public Comment

Rhode Island Secondary Regulations Public Comment

RI Civic Learning Coalition

Dear RI Department of Education,

The Rhode Island Civic Learning Coalition (RICLC) calls on the Rhode Island Department of Education (RIDE) and the Council of Elementary and Secondary Education to prioritize civics education in the Proposed Revisions to the Secondary Regulations.

The purpose of schools is to educate for democracy – to prepare students for participation in democratic life. Civics education achieves this purpose by equipping students with the knowledge, skills, and dispositions necessary to be informed, engaged, and thoughtful civic participants. Our democracy urgently needs young people who are knowledgeable about and believe in the institution of democracy and are motivated to advocate for the changes they want to see to create a more just and equitable society. Empowering young people with the tools they need to make their voices heard will enable our democracy to be more responsive to the demands of all. For these reasons, all young people in Rhode Island deserve access to a high-quality civics education. The future of our democracy depends on it.

RIDE has chosen not to develop regulations specific to this law but, rather, incorporate this requirement into the Secondary Regulations. However, the current proposed Secondary Regulations fail to meet the mandates of the Rhode Island Civic Literacy Act and include civics in a comprehensive, meaningful way. Therefore, the RICLC requests that the following amendments be made:

Require at least a half credit course in civics.
Clearly define civics proficiency.
Require that students complete a student-led civics project, as mandated by the Rhode Island Civic Literacy Act signed into law last year.
Require a performance-based diploma assessment for civics that assesses the completion of a student-led civics project.
Add definitions of “civics” and “student-led civics project” to the “definitions” section.

The RICLC has drafted language for these suggested amendments included in this testimony as an addendum.

Sincerely,

The RI Civic Learning Coalition

Recommendation 1: Require at least a half credit course in civics.

The Civics Literacy Act, passed into law in 2021, states that “(b) All middle and high school students attending public schools, or any other schools managed and controlled by the state, shall demonstrate proficiency, as defined by the local school district, in civics education that shall also satisfy half credit or course requirement in history and social studies”. We believe that this aspect of the law can only be achieved uniformly and equitably by RIDE placing at least a half credit civics course requirement at the high school level.

SECTION 2.3.1 Credit Requirements

AMEND Section 2.3.1 C

4. Three credits of history/social studies including at least one half credit in civics.

AMEND Section 2.3.1 D

4. Three credits of history/social studies including at least one half credit in civics.

Recommendation 2: Clearly define civics proficiency.

We believe the regulations should offer a broad definition of civics proficiency that reflects a comprehensive definition of high-quality civic learning. We appreciate the regulations including a community-based process to further define proficiency, so would consider this definition a list of must-haves that could be expanded upon and deepened through the community engagement process.

Recommendation 3: Require that students complete a student-led civics project, as mandated by the Rhode Island Civic Literacy Act signed into law last year.

The Civics Literacy Act passed into law in 2021 requires that all students complete a student-led civics project in middle or high school. We recommend that RIDE meet this law’s mandates by (1) placing the student-led civics project requirement at the high school level and (2) stipulating that in order to meet the civics real-world proficiency requirement all students must complete a student-led civics project as part of achieving their graduation requirements.

SECTION 2.3.2 Real-World Relevant Proficiency Requirements

ADD NEW SUBSECTION TO SECTION 2.3.2 titled 2.3.2.A

2.3.2.

A. Real-World Relevant Civics Proficiency

Achieving real-world relevant proficiency in civics means:

(1) meeting or exceeding the defined level of knowledge and skills that are expected by the standards for civics. By definition, “civics” prepares students for informed civic participation in our democracy. Civics must include culturally responsive and inclusive content, the perspectives and civic actions of historically disenfranchised groups, the history of the state of Rhode Island, representative government, the rights and duties of actively engaged civic participants, and an understanding of the meaning and social context of America's founding documents.

2) engaging in a student-led civics project as required by the Civic Literacy Act. By definition, a “student-led civics project” promotes a student's ability to: (a) Reason, make logical arguments and support claims using valid evidence; (b) Demonstrate an understanding of the connections between federal, state and local laws and policies, including issues that may impact the student's community; and (c) Apply civic knowledge and skills towards taking informed actions in the student’s community. Civics projects may be individual, small group, or class wide.

LEAs shall submit verification of implementation of the student-led civics project to the Department of Education pursuant to the Civics Literacy Act.

Recommendation 4: Require a performance-based diploma assessment for civics that assesses the completion of a student-led civics project.

As currently written in the regulations, schools will have the option of taking a performance-based diploma assessment in one of the three real-world relevant proficiency requirements (civics, computer science, and financial literacy). We believe that all students deserve access to deep learning around all three real-world proficiency areas, and therefore, should be expected to complete an assessment in each, or at least two, one of which should be for civics. The requirement of an assessment would ensure schools commit to delivering high quality instruction in all three areas.
Additionally, the performance-based diploma assessment for civics should be an assessment of the student-led civics project. The Civics Literacy Act, passed into law in 2021, requires that all students complete a student-led civics project in middle or high school. We recommend that this aspect of the law’s mandate be met by (1) placing the student-led civics project requirement at the high school level and (2) including an assessment of the student-led civics project as the performance-based diploma assessment for civics.

SECTION 2.3 Diploma System

AMEND

A. Diploma eligibility shall be derived through the:

1. Successful completion in conformance with § 2.3.1 of this Part.

2. Successful completion of at least one at least two performance-based diploma assessments as described in § 2.3.2 of this Part, one of which must be for civics.

SECTION 2.3.4 Performance-based diploma assessments

AMEND

Students shall successfully complete one at least two, one which must be for civics, performance-based diploma assessments. Successful completion of performance-based diploma assessments shall include demonstrations of both applied learning skills and proficiency in one or more content areas. All performance-based diploma assessments shall be evaluated utilizing an LEA-defined scoring criteria aligned with high school level applicable state-adopted content standards and, applied learning standards, and the expectations employers, and/or postsecondary education. Performance-based assessment may include student-led civics projects, work-based learning, community service, project-based learning, and other relevant nationally recognized content standards strategies that support applied learning.

ADD

To fulfill the performance-based diploma assessment requirement for civics, students must complete a student-led civics project as defined in Section 2.1 and demonstrate the knowledge and applied learning skills relevant to having completed a student-led civics project.

LEAs shall submit verification of implementation of the project-based assessment to the Department of Education.

Recommendation 5 (DEFINITIONS): Add definitions of “civics” and “student-led civics project” to the definition section of the regulations.

The amendments suggested above introduce new language that we believe are necessary to accomplish the goals set out in the Civics Literacy Act and to ensure students have real-world civics proficiency. Below are enumerated definitions of “civics” and “student-led civics project.”

Section 2.1 Definitions

ADD

“Civics” prepares students for informed civic participation in our democracy. Civics must include culturally responsive and inclusive content, the perspectives and civic actions of historically disenfranchised groups, the history of the state of Rhode Island, representative government, the rights and duties of actively engaged civic participants, and an understanding of the meaning and social context of America's founding documents.
“Student-led civics project” means a real-world civics project that promotes a student’s ability to: (a) Reason, make logical arguments and support claims using valid evidence; (b) Demonstrate an understanding of the connections between federal, state and local laws and policies, including issues that may impact the student's community; and (c) Apply civic knowledge and skills towards taking informed actions in the student’s community. Civics projects may be individual, small group, or class wide.