Embedded Files
Criteria Quick Guide
Criteria Quick Guide
Criteria 1: Be engaged in academic work in a productive way.
Criteria 1: Be engaged in academic work in a productive way.
Student has earned a minimum 2.0 in weighted GPA or has met goals established in IEP.
Student has earned a minimum 2.0 in weighted GPA or has met goals established in IEP.
Student’s weighted GPA should be a 2.0 or higher or if they have an IEP, they should have met all of the goals agreed upon within the IEP.
Note: If students have experienced undue hardship in their high school career, then the GPA requirement could be waived, provided the student has shown academic improvement over time. The student may complete an undue hardship waiver.
Student is on track to graduate to earn either a diploma or a Certificate of Completion.
Student is on track to graduate to earn either a diploma or a Certificate of Completion.
On track to graduate means that all of the graduation criteria have been met at the time of ordering the Seals. The only outstanding courses would be the ones in which the student is currently enrolled.
Criteria 2: Demonstrate a competent understanding of U.S. and California constitutions; functions and governance of local governments; tribal government structures and organizations; the role of the citizen in a constitutional democracy; and democratic principles, concepts, and processes.
Criteria 2: Demonstrate a competent understanding of U.S. and California constitutions; functions and governance of local governments; tribal government structures and organizations; the role of the citizen in a constitutional democracy; and democratic principles, concepts, and processes.
Student has earned a C or better in World History, U.S. History, and American Government equivalent courses.
Student has earned a C or better in World History, U.S. History, and American Government equivalent courses.
World History equivalent courses include any course that meets the California requirement for 10th grade World History and Geography: World History, Honors World History, and AP European History.
U.S. History equivalent courses include any course that meets the California requirement for 11th grade U.S. History and Geography: U.S. History, Honors U.S. History, and AP U.S. History.
American Government equivalent courses include any course that meets the California for 12th grade Principles of American Democracy: Government, Honors Government, or AP Government and Politics.
For a student who has not earned a C or better in World History, U.S. History and Government, they must pass the second semester district assessment in each course with scores of Proficient or better in all categories of the rubric.
For a student who has not earned a C or better in World History, U.S. History and Government, they must pass the second semester district assessment in each course with scores of Proficient or better in all categories of the rubric.
Note: If students have not earned a C or better in World History, U.S. History, and American Government courses or have submitted requests for pass/fail grades in accordance with AB 104, they may complete an undue hardship waiver.
Criteria 3: Participate in one or more* informed civic engagement project(s) that address real-world problems and require students to identify and inquire into civic needs or problems, consider varied responses, take action, and reflect on efforts.
Criteria 3: Participate in one or more* informed civic engagement project(s) that address real-world problems and require students to identify and inquire into civic needs or problems, consider varied responses, take action, and reflect on efforts.
Process product and evidence (paper, blog, video, etc.) that includes the following:
Process product and evidence (paper, blog, video, etc.) that includes the following:
Addresses a real-world problem or need;
Addresses a real-world problem or need;
Investigates the root causes of the problem or need;
Investigates the root causes of the problem or need;
Includes bibliography of research;
Includes bibliography of research;
Explores possible solutions and varied responses to the problem and explains how they chose a specific path;
Explores possible solutions and varied responses to the problem and explains how they chose a specific path;
Develops a plan of action;
Develops a plan of action;
Implements plan of action;
Implements plan of action;
Reflects on the implementation, depth, duration, and/or impact, successes and challenges of their project
Reflects on the implementation, depth, duration, and/or impact, successes and challenges of their project
The process product may be presented in a written format as a slide deck, paper or blog, or audio/video format. Students have choice on how they would like to present their work.
Evidence of civic engagement project should clearly show the student’s work on the civic engagement project. Project should trace the student’s progress on the topic and include evidence of:
Evidence of civic engagement project should clearly show the student’s work on the civic engagement project. Project should trace the student’s progress on the topic and include evidence of:
Root cause analysis and research of the problem or need;
Root cause analysis and research of the problem or need;
The variety of responses student could have taken and why they decided on the project they chose;
The variety of responses student could have taken and why they decided on the project they chose;
The action plan from beginning to end;
The action plan from beginning to end;
Implementation of the action plan.
Implementation of the action plan.
Civic action
Civic action
Should consist of a duration or depth that impacts school/community;
Should consist of a duration or depth that impacts school/community;
Must be relevant to the identified problem;
Must be relevant to the identified problem;
Incorporates meaningful action steps to contribute to the identified problem;
Incorporates meaningful action steps to contribute to the identified problem;
Could engage with other individuals, groups, or organizations to contribute to solutions.
Could engage with other individuals, groups, or organizations to contribute to solutions.
One goal of civic action is to help students develop identities as citizens with rights and responsibilities. As such, the student may consider informed action that impacts their community through supporting work already being done by community organizations, or they may spearhead their own project to influence policy, impact social change, or elevate democratic ideals within their community, or at the local, state, national, or global levels. A student may work individually to complete their project, collaborate with a small group, or carry out a portion of a larger class project.
The duration of the project should be such that students have the ability to analyze the root causes of the problems, issues, or community needs, and engage in a meaningful way with work towards solving the problem. While students do not have to solve the problem with which they engage, they should have enough interaction with working toward a solution that they are able to reflect on their action and make recommendations to another coming after them or for their own future action.
Criteria 4: Demonstrate civic knowledge, skills, and dispositions through self-reflection.
Criteria 4: Demonstrate civic knowledge, skills, and dispositions through self-reflection.
Self-Reflection which addresses the following questions about themselves:
What did you learn and how did you personally grow through the process and completion of your civic engagement activity?
How might the things you learned change or impact your future civic actions?
How did you engage with individuals, groups, and/or organizations to advance a common good (for your community and/or society as a whole) or a democratic ideal, such as equity and justice?
What knowledge, civic skills and competencies did you develop and gain as a result of your activity?
To what extent did your efforts meet your desired impact? What might you have done differently or additionally to create a deeper or more lasting change?
Notes
Students may use this template to submit their reflection or can creatively choose another way to present their reflection. All questions must be explicitly addressed.
Note: Reflection in Criteria 3 is a reflection of the work done on the Civic Engagement Activity/Plan. Criteria 4 is a reflection of self.
Criteria 5: Exhibit character traits that reflect civic-mindedness and a commitment to positively impact the classroom, school, community and/or society.
Criteria 5: Exhibit character traits that reflect civic-mindedness and a commitment to positively impact the classroom, school, community and/or society.
Letter of recommendation, completed endorsement form, or digital recommendation (Ex: audio recording, filmed interview) from one of the following people: educator, mentor, co-worker/supervisor, student leader, or a civic partner or leader that can speak to student’s civic mindedness.
Letter of recommendation, completed endorsement form, or digital recommendation (Ex: audio recording, filmed interview) from one of the following people: educator, mentor, co-worker/supervisor, student leader, or a civic partner or leader that can speak to student’s civic mindedness.
From the SSCE Implementation Guidance (California Department of Education):
Civic mindedness may encompass:
Concern for the rights and well-being of all and a desire to contribute to the common good, including members of groups historically disenfranchised by virtue of race, ethnicity, language background, gender, sexual orientation, disability, or other social identity;
A proactive commitment to equity, inclusivity, racial and ethnic diversity, fairness, and dismantling structures and practices that have previously excluded select groups from civic participation (e.g., connecting the Fifteenth Amendment’s suffrage protections to address anti Black racism, racism and discrimination against other racial minorities and immigrants, including but not limited to Native Americans, Latinx, Asian Americans and other language minorities protected by the Voting Rights Act; and the Nineteenth Amendment’s protection of women’s right to vote);
Appreciating and seeking out a variety of perspectives and valuing differences, including those voices that are underrepresented or marginalized;
Having a sense of civic duty at local, state, national, and global levels;
Being aware of the value of their own experiences, their knowledge of their community, and their power to change things for the better, as well as respect for contributions of other members of the polity who do not share the same racial, cultural, or economic background.
Evidence of observed character traits that reflect civic-mindedness and a commitment to supporting the school, community, and/or society may include:
Speaking and engaging others with respect, civility, and welcome, especially those who are different and/or have diverse racial or ethnic backgrounds or opposing views;
Demonstrating empathy and understanding through inclusion and helping to elevate the voices of others; Standing up for oneself or another student who is experiencing bullying, harassment, discrimination, exclusion or unwanted attention; and leading a group to work toward providing a common good.
Evidence of ongoing civic engagement may include:
Demonstrating civic engagement at various points throughout one’s schooling experiences by engaging with one or more groups or organizations that attend to community or societal priorities in addition to forms of engagement that are part of a required classroom experience.
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