Criteria 1: Be engaged in academic work in a productive way

Student has earned a minimum 2.0 in weighted GPA

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.

If a student has 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 school should convene a State Seal of Civic Engagement Committee to attend to such circumstances.

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 U.S. History and/or U.S. Government equivalent courses.

U.S. History equivalent courses include any course that meets the California requirement for 11th grade U.S. History: U.S. History, Honors U.S. History, and AP U.S. History.

U.S. Government equivalent courses include any course that meets the California requirement for 12th grade U.S. Government: U.S. Government, Honors U.S. Government and AP Government and Politics.

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 (paper, blog, video, etc.) that includes the following:

• Identify the real-world problem or need along with its root causes;

• Process by which the student engaged civically to solve the problem or fill the need;

• Challenges student faced and successes student experienced while engaging in civic action;

• Conclusion of student portion of project.

Evidence of participation in a civic engagement project that: 

• Focuses on a real-world problem, need, community goal, or policy initiative;

• Includes root cause analysis; 

• Explores possible solutions and varied responses to the problem;

• Develops or contributes to a plan of action;

• Implements an action plan or portion of an action plan.

The civic action component of the project should include the following:

• Consist of a duration or depth that impacts school/community;

• Must be relevant 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.

Criteria 4: Demonstrate civic knoweldge, skills, and dispositions through self-reflection. 

Reflection product (paper, blog, video, etc.) that includes:

• Reason for choosing problem and activity;

• The activities undertaken;

• What the student learned from the activity;

• The civic skills and competencies gained;

• How community was impacted;

• How the activity could inspire others to act.

Criteria 5: Exhibit character traits that reflect civic-mindedness and a commitment to positively impact the classroom, school, community and/or society.