• Media Literacy: What is It and How to Teach It
• Increase Reading Scores Using Literacy-Rich Social Studies Lesson
• Inquire About Inquiry: Part 1 (Introduction to IDM) Webinar
• Inquire About Inquiry: Part 2 (Questions) Webinar
• Inquire About Inquiry: Part 4 (Assessments) Webinar
• Integrating Social Studies and Elementary ELA webinar 
• Implementing the New History and Social Science Standards K-6
• Implementing the New History and Social Science Standards 6-8
• Implementing the New History and Social Science Standards HS
• Open Education Resources webinar
• United States Holocaust Memorial Museum Guidelines for Teaching the Holocaust and Genocides for Arizona Teachers - New

• Spotlight on Media Literacy | Slide Deck
• Spotlight on the Standards: Grades K-2 | Slide Deck
• Spotlight on the Standards: Grade 3 | Slide Deck
• Spotlight on the Standards: Grade 4 | Slide Deck
• Spotlight on the Standards: Grade 5 | Slide Deck
• Spotlight on the Standards: Grade 6 | Slide Deck
• Spotlight on the Standards: Grade 7 | Slide Deck
• Spotlight on the Standards: Grade 8 | Slide Deck
• OER Project and the Middle School Standards
• OER Project and the High School Standards
• EverFi: Let's Talk About the Economics and Personal Finance Standards: Grades 4-8
• EverFi: Let's Talk About the Economics and Personal Finance Standards: High School
• EverFi: Same History, Fresh Lessons: Resources for African American and Holocaust Histories

Elementary Sessions

• Geographic Thinking in an Elementary Classroom | Slide Deck
• Respectfully Integrating Indigenous Perspectives in a K-2 Classroom | Slide Deck
• Respectfully Integrating Indigenous Perspectives in a 3-5 Classroom | Slide Deck

Middle and High School Sessions

• Geographic Thinking in a Middle and High School Classroom | Slide Deck
• How to Teach America's Origin Stories | Slide Deck
• Respectfully Integrating Indigenous Perspectives in a 6-8 Classroom | Slide Deck
• Respectfully Integrating Indigenous Perspectives in High School | Slide Deck
• The Story of Knowledge: Diversifying and Contextualizing Knowledge, PART 1 | Slide Deck
• The Story of Knowledge: Diversifying and Contextualizing Knowledge, PART 2 | Slide Deck

K-12 Grade Sessions

• Got Civics? iCivics for Your Classroom

• Reclaiming the Narrative: Telling the Truth About Native American Boardings Schools, Part 1 | Slide Deck
• Professor Pino - History of Federal Policies on Native American Boarding Schools | Viewing Guide with time stamps

• Reclaiming the Narrative: Telling the Truth About Native American Boarding Schools, Part 2, Grades K-2 | Slide Deck
• Reclaiming the Narrative: Telling the Truth About Native American Boarding Schools, Part 2, Grades 3-5 | Slide Deck
• Reclaiming the Narrative: Telling the Truth About Native American Boarding Schools, Part 2, Grades 6-8 | Slide Deck
• Reclaiming the Narrative: Telling the Truth About Native American Boarding Schools, Part 2, Grades 9-12 | Slide Deck

• Standards Overview
• K-2 Standards Overview
• 3-5 Implementation Suggestions
• 6-8 Standards Overview
• Inquiry Overview
• How to integrate Social Studies and English Language Arts
• World History Balance Focus
• World History Inquiry
• World History Overview
• World History Scope and Sequence Creation

• Discover Native Stories of the Southwest - Introductory video explaining Discovery Education's new Indigenous channel with Arizona-specific content created in conjunction with the Arizona Office of Indian Education

• Using Backward Design in the World Language Classroom | Slide Deck
• Creating a Proficiency-Driven Classroom
• Implementing the World and Native Languages

• HB2568 (2018)
• Arizona Administrative Code R7-2-320 (Updated 2024)

Reports are created each academic year. Schools are required to report the number of students awarded the Seal of Personal Finance by September 1 of the start of the next school year. Select the years below to view the annual report that includes: number of students awarded, participating districts/charters, and other general information. 

• 2025-2026
• 2024-2025
• 2023-2024
• 2022-2023
• 2021-2022

Seeking more specific information that is not in the report? Please reach out to the Data Governance team.

Civics literacy is the knowledge, skills, and dispositions necessary for informed, responsible participation in public life. Productive civic engagement requires knowledge of the history, principles, and foundations of our Constitutional Republic, and that each person has both human and civil rights. People demonstrate civic engagement when they address public problems individually and collaboratively and when they maintain, strengthen, and improve their communities and society. Civics also requires an understanding of local, state, national, and international institutions. Civics encompasses practices such as voting, volunteering, jury service, contributing to public processes, and public discourse.  (Arizona History and Social Studies Standards 4)

When thinking about the knowledge needed to meet civics proficiency, consider the Arizona Civics Standards, including the four anchor standards (Arizona History and Social Studies Standards 5):

• C1: Civic virtues and democratic principles are key components of the American political system.

• C2: Citizens have individual rights, roles, and responsibilities.

• C3: An understanding of civic and political institutions in society and the principles these institutions are intended to reflect, including knowledge about law, politics, and government, is essential to effective citizenship.

• C4: Process, rules, and laws direct how individuals are governed and how society addresses problems

Research tells us that it is critical that students participate in civic learning that includes:

1. the 21st-century skills of collaboration, cooperation, and consensus-building; 

2. an understanding of the rights and responsibilities of citizenship; and 

3. knowledge of the roots of our democracy. (NCSS Civics Seal Toolkit)

While students must complete one-half credit of government to graduate high school here in Arizona, the Seal of Civic Literacy focuses on extended learning and engagement in civic activities. It is important to consider the following definitions when thinking of the Seal of Civic Literacy.

Civics Learning: Whenever students are actively learning civics concepts as defined by the Arizona History and Social Studies Standards. Students can also focus on the civics course topics for their extended learning. Learning is defined as "the acquisition of knowledge or skills through experience, study, or by being taught (Oxford Languages)."

Civic Engagement: These are activities where students interact with community members, either virtually or in person, to identify and address causes or issues at the community, state, or national level. Students apply their civic knowledge and skills in these activities, which are supervised and validated by a leader. These activities are conducted in collaboration with a public agency or a civic organization, including schools.

Community Service: These are unpaid activities aimed at benefiting and improving the community. They involve collaboration with credible organizations or groups that are not affiliated with the participant's family. The activities are validated by a supervisor or leader and can be tailored to align with the participant's personal interests and preferences. These activities do not align with the civics topics listed in the Arizona State Standards. Just being in an organization does not qualify you for service hours (attending a lunchtime meeting for NJHS is not service or civics learning).

Social Studies Course: These are the required social studies courses in order to graduate in Arizona. These courses are: World History and Geography, US/Arizona History, Economics, and Government. Your school/district may name the course differently, by the course must meet the standards and topics listed in the standards document. These courses do not meet the civics learning requirement for the seal. 

These videos, recorded in April 2026, highlight key details of the four diploma seals.

• Diploma Seals Snapshot 1: What are the Seals? (~28 minutes)
• Diploma Seals Snapshot 2: Who can and how to participate? (~18 minutes)
• Diploma Seals Snapshot 3: What are the outcomes for students and schools? (~26 minutes)

• Student must be attending a participating public school or charter. Not sure if you attend a public school? Search for your district/charter on the AZ School Report Cards website. 

  • The Arizona Department of Education oversees the District Coordinators and does not work directly with students, as we do not have access to the student information systems required to earn the Seal. 

  • Homeschooled students are not eligible for the Academic Diploma Seals. 

• Students must complete all requirements during grades 9-12. The only requirement that can be completed before 9th grade is the passage of the Arizona Civics Test. 

• Students must complete all required high school social studies courses with an overall grade point average (GPA) of 3.0 out of a 4.0 scale.

• Students must obtain a passing score of 70% on the Arizona Civics Test.

• Students must meet the specific requirements from each of the 3 categories. Information about the categories, including examples and approved programs, can be found below in the Requirement Details & Approved Programs section.

  1. Civics Learning (Complete/Participate in 3 Instances) 

  2. Civics Engagement (Complete 30 Hours) 

     1. Just being in an organization does not qualify you for service hours (attending a lunchtime meeting for NJHS is not service or civics learning).

  3. Written Reflection (Demonstrate Students' Civic Knowledge) 

• Civics engagement activities can also be completed through programs listed under Civics Learning. For example: A student may be active in a Student Government elective that includes instances of civic learning through governmental processes, then the student government decides to host a get-out-the-vote campaign on campus, which counts as a civic engagement activity.

Seal of Civics Literacy Student Checklist

Seal of Civics Literacy Flyer

Project Zero Digital Civics Toolkit

• Any PUBLIC school, charter, or district may choose to participate, but they must complete the INTENT TO PARTICIPATE FORM by September 1 of the participating year. Form can be found at top of page.

• Districts must select ONE COORDINATOR, aka point of contact for the Seal of Civics Literacy. This is how the Director of the program can get in touch with you, including messaging about changes in programs, upcoming due dates, and getting the seals directly to the schools. There can be one coordinator for all of the seals or an individual for each one. 

• Schools/districts must develop their own process for collecting student data and distributing the seals. This process must be equitable across all sites across the district with students in grades 9-12. Individual teachers in a district cannot create their own process for their students. 

• Participating school districts and charters must make information regarding the Seal of Personal Finance program available to teachers, parents, and students. If there are multiple sites in the district, this information must be consistent across sites. All students within a district are eligible. 

• Schools/Districts must report seal data through the REPORTING FORM no later than 90 days after the school year or by September 1. Form can be found at top of page.

• Students must complete all required social studies courses with an overall grade point average (GPA) of 3.0 out of a 4.0 scale. 

• Students must pass the Arizona Civics Test with a 70/100. This requirement can be met between grades 7-12. 

• Students must meet the following requirements:

  • Completion of at least three instances of civics learning.

  • Completion of at least 30 hours of civic engagement activities.

  • Completion of a written reflection. 

• Details and definitions have been provided below. While the required government course does not count as an instance of learning, activities can be completed during the school day or in class. 

• Civics engagement activities can also be completed through programs listed under Civics Learning. For example: A student may be in the Student Government, which counts as civic learning through governmental processes, and then the student government decides to host a get-out-the-vote campaign on campus, which counts as a civic engagement activity.

• Questions on the Reporting Form (the data the coordinator must submit)
• Student Checklist
• Seal of Civics Literacy Flyer
• Information Slide Deck
• Written Reflection Rubric
• MobileServe App
  • MobileServe helps track, manage, and report social impact. Track student volunteer hours online, empower students, ditch the pen and paper, and connect volunteers to opportunities. 

Formal Seal from the Arizona Department of Education

The Arizona Department of Education will contact those districts/schools that participated and will request an unofficial count of students receiving the Seal of Civics Literacy at the beginning of April. Foil and sticker seals will be sent out to be added to Diplomas.

Optional Recognitions for Seal of Biliteracy

The Arizona Department of Education does not supply any of the following options. A local district or school may provide these items to its students who earn the Seal of Civic Literacy:

• Triple-wrapped graduation cord - Colors for the Seal of Civics Literacy can be red, white, and blue.

• Certificates are issued to students earning the Seal of Civics Literacy

• Medals for the Seal of Civics Literacy

• Recognition ceremony or assembly

• Mention in a local paper

• A banner with student names that earned the Seal of Civics Literacy

If a student receives test data after school has ended (AP or IB exams, for example), they still earn the Seal. They can return their diploma to their school to have the Seal of Civics Literacy attached. The transcripts would also be updated by the district/school once the tests have been recorded. 

• Students must complete or participate in at least three instances that specifically focus on civics content and learning (view the Arizona State Standards for guidance on the definition of civics education). 

• This learning must be other than a traditional senior government course. AP Government is an acceptable program with a score of 3 or above, but it is not required. 

• Students are not required to participate in an institute or program that requires travel. 

• Some programs link to specific counties or cities, but note that as long as it is the same program, it meets the criteria. 

• Programs with an asterisk* are programs that provide opportunities to meet the learning and civic engagement requirements. 

*These programs may also provide opportunities to meet the Civic Engagement category. 

• Students must participate in 30 HOURS of civic engagement activities, with at least 10 hours dedicated to civics-specific activities. 

• Civic-specific (engagement) activities are defined as activities: 

  • Where students engage with community members (virtually or in person) to identify a cause/issue in the community, state, or nation. 

  • That must be validated by a supervisor or leader. 

  • Where students are practicing civics and participating in civics (demonstrating their civic knowledge). 

  • Are completed with a public agency or civics organization.

  • That occurs outside of class time, but can still be completed at school.

• Community service activities are defined as:

  • Unpaid work performed for the benefit and betterment of the community.

  • Working with a credible organization or group (not affiliated with the family).

  • That are validated by a supervisor or leader.

  • Can be completed based on personal interests and preferences.

  • Just being in an organization does not qualify you for service hours (attending a lunchtime meeting for NJHS is not service or civics learning).

• Districts/schools should provide a template for documenting these hours. Data collection can be done virtually or physically. It is recommended that the school collect supervisor information in case verification is needed. 

  • SAMPLE TEMPLATE (Canva)

• If a civic engagement activity is not on the list but meets the requirements, it is approved. There is such a variety of ways for students to participate in civic engagement, the list is practically endless!

1. Participating students must complete a written reflection on their experiences earning the Arizona State Seal of Civics Literacy.

2. See the Written Reflection Guidance for prompts, alignment to the standards, and a rubric. 

3. Districts/schools are responsible for designing the process for assigning, collecting, and reviewing the written reflection. 

4. Completion of the following programs meets the written reflection requirement:

   • Civics, Leadership, and You from the Flinn Foundation

   • Imprints of Honor (previously Veterans' Heritage Project)

   • NextGen Roundtable: Student Civil Discourse Lab through CloseUp

   • Civics Matters Arizona

   • Civics in a Year Podcast from the Center for American Civics at ASU

   • Scouting America Merit Badges

     • Citizenship in the Community Merit Badge 
     • Citizenship in the Nation Merit Badge
     • Citizenship in Society Merit Badge
     • Citizenship in the World Merit Badge

1. Does signing up for military service meet any of the requirements for the Seal of Civics Literacy?
   • Yes! If a student signs up for military service, they meet the requirement for 30 hours of civics engagement. 
2. I have a student who needs hours for another organization, can the student "double dip"?
   • As long as they are meeting the requirements and the organization does not have a policy against it, they can use the hours for both. 
3. Does my student have to go out and get involved politically to earn the Seal of Civics Literacy?
   • Absolutely not! We find that students tend to prefer non-political projects that deal with issues in their smaller, local communities. Students do not need to work for or with political organizations in order to earn the seal. 
4. What if we use/have a program already that is not on the approved list?
   • If it is a district-created program that meets the definitions and civics standards, then you do not need to get it approved, though we would love to see it! If it is an outside organization or institute, please email [email protected].
5. We have a student who did civic engagement hours between 8th and 9th grade. How do we count these hours?
   • Only hours earned between 9th and 12th grade are acceptable. Remember, the goal is to demonstrate proficiency in high school.
6. My student took the Arizona Civics Test in middle school. Do they need to take it again in high school?
   • If the student took the Arizona Civics Test, received a 70/100, AND the passing score/note is reflected on their transcript, then they do not need to take it in high school. If the high school does not have proof of passing, they will require your students to take it again. 
7. A student did not pass US History their first time around, but retook the course and was able to earn an A. Do we have to count both grades in the GPA calculations?
   • No, please replace the course grade with the higher one when calculating GPA. 
8. We have students who are waiting for test scores. How should we handle this situation?
   • We encourage you to err on the side of the student and honor them as a candidate for the seal. What is most important is the up-to-date transcript.
9. My student is graduating early. Can they still earn the seal?
   • Yes, students graduating earlier than their cohort can earn the seal as long as they are meeting all the requirements when graduating.

In 2018, the Fifty-third Legislature passed SB1442, creating a Seal of Personal Finance. The State Board of Education and the Superintendent were tasked with creating the requirements for proficiency, which led to R7-2-319 outlining the details. 

• SB1442 (Created the Seal of Personal Finance)

• Arizona Seal of Personal Finance Program Board Rule

• Seal of Personal Finance Information Presentation

Reports are created each academic year. Schools are required to report the number of students awarded the Seal of Personal Finance by September 1 of the start of the next school year. Select the years below to view the annual report that includes: number of students awarded, participating districts/charters, and other general information. 

• 2025-2026
• 2024-2025
• 2023-2024
• 2022-2023
• 2021-2022

Personal finance (or financial literacy) is defined as "the ability to understand and effectively use various financial skills, including personal financial management, budgeting, and investing (Investopedia 2025)." While the 2018 History and Social Science Standards require "Financial Literacy/Personal Finance, including but not limited to budgeting, saving, spending, investment, credit, banking, and insurance" in a student's economics course, we consider proficiency going beyond just this learning. Students demonstrate proficiency by not just knowing the basics but by taking the skills learned and applying them to their current and future lives. 

The five components of Personal Finance  (Patrik Shore 2021)

These videos, recorded in April 2026, highlight key details of the four diploma seals.

• Diploma Seals Snapshot 1: What are the Seals? (~28 minutes)
• Diploma Seals Snapshot 2: Who can and how to participate? (~18 minutes)
• Diploma Seals Snapshot 3: What are the outcomes for students and schools? (~26 minutes)

• Student must be attending a public school or charter school. Not sure if you attend a public school? Search for your district/charter on the AZ School Report Cards website. 

• Students must complete all requirements during grades 9-12. Previous experience will not be counted. 

• Students must complete all required social studies courses with an overall grade point average (GPA) of 3.0 out of a 4.0 scale. 

• Students must meet the following requirements: 

  • Completion of an approved personal finance program or curriculum (Learning) 

  • Passage of an assessment(s) of personal finance (Proof of Proficiency) 

  • Participation in a co-curricular or extracurricular program (Beyond the Required Econ Class)

  • Completion of a college/career readiness plan

1. Seal of Personal Finance Checklist
2. Seal of Personal Finance Flyer
3. National Standards of Financial Literacy
   • Created by the Council for Economic Education 

• Any PUBLIC school, charter, or district may choose to participate, but they must complete the INTENT TO PARTICIPATE FORM (linked above) by September 1 of the participating year. 

• Schools/districts must develop their own process for collecting student data and distributing the seals. Public school districts and charters must designate at least one individual to serve as the Coordinator of the Program. 

• Participating school districts and charters must make information regarding the Seal of Personal Finance program available to parents and students. 

• Schools/Districts must report seal data through the REPORTING FORM (linked above) no later than 90 days after the school year or by September 1.  

• Students must complete all required social studies courses with an overall grade point average (GPA) of 3.0 out of a 4.0 scale. 

• Students must meet the following requirements: 

  • Completion of an approved personal finance program or curriculum (Learning) 

  • Passage of an assessment(s) of personal finance (Proof of Proficiency) 

  • Participation in a co-curricular or extracurricular program (Beyond Required Econ Class)

  • Completion of a college/career readiness plan

Questions on the Reporitng Form (the data coordinators need to submit)

Seal of Personal Finance Student Checklist

Seal of Personal Finance Flyer 

Seal of Personal Finance Information Slides

Program Rubric for Seal of Personal Finance 

Formal Seal from the Arizona Department of Education

The Arizona Department of Education will contact those districts/schools that participated and will request an unofficial count of students receiving the Seal of Biliteracy in April. Foil and sticker seals will be sent at the beginning of May to be added to Diplomas.

Optional Recognitions for Seal of Biliteracy

The Arizona Department of Education does not supply any of the following options. A local district or school may provide these items to its students who earn the Seal of Personal Finance:

• Triple-wrapped graduation cord - Colors for the Seal of Personal Finance can be green, white, and gold.

• Certificates are issued to students earning the Seal of Personal Finance

• Medals for the Seal of Personal Finance 

• Recognition ceremony or assembly

• Mention in a local paper

• A banner with student names that earned the Seal of Personal Finance

If a student receives test data after school has ended (AP or IB exams, for example), they still earn the Seal. They can return their diploma to their school to have the Seal of Personal Finance attached. The transcripts would also be updated by the district/school once the tests have been recorded. 

• The curriculum must meet the requirements shown in the Program Rubric in order to be considered as an approved Category 1. This rubric was used to determine the eligibility of programs for this requirement.

• The curriculum listed below will note if it includes a personal finance assessment meeting category four’s criterion. It will also note if the program includes additional topics.   

• Make sure to follow federal testing policy when working with students who have and IEP and 504. 

• Must be completed outside of the required economics class or after school hours. It cannot count as a grade. 

• A professional program that is personal finance related (fits within one or more of the Rubric Topics) and is approved by ADE and the State Board of Education.

• Students must have at least 10 hours of commitment. Students may need to complete more than one program or activity to meet this requirement. 

*Previously, the Mayor’s Challenge for Economic Education

Students must complete one or more of the approved college/career readiness plans. Completion of these plans helps students use the personal finance knowledge they have obtained for future planning. 

• ECAP, FAFSA, CTE Certification, AVID Elective Course, IEP Future Plan

• Junior Achievement Inspire

• Armed Services Vocational Aptitude Battery (ASVAB)

Must follow federal testing policy when working with students who have and IEP and 504. 

Obtain a 60% passing score on an assessment(s) from the approved curriculum above or one of the following: 

• Personal Finance-related Career and Technical Student Organization (CTSO) Objective Test

• Center for Financial Responsibility Personal Financial Literacy Certification 

• Council for Economic Education Ready Assessments

• Arizona Council on Economic Education Personal Finance Challenge

• Arizona Council on Economic Education Unit One: Personal Finance Assessment

• Create an assessment using district resources, curriculum, and materials that covers topics from the required curriculum/program. Use the Personal Finance Program Rubric as a guide.  Must be approved by the Arizona Department of Education. 

End-of-lesson unit assessments can be used instead of an end-of-course exam. 

1. Do students need to complete a written reflection in order to receive the seal of personal finance?
   • Students do not need to complete a written reflection plan, but it is encouraged so that students can reflect on why personal finance is important. 
2. Can my student earn the seal of personal finance for competing in AP Economics (Microeconomics, Macroeconomics, and Economics)?
   • No, AP Economics does not cover the required topics in personal finance.
3. I have a student who has a paying job. Can they use this experience for the seal of personal finance?
   • Just having a paying job does not qualify a student for the seal of personal finance, but districts can develop a work experience project requiring students to call on their personal finance skills (i.e., weekly budget, interviewing owners and workers, journaling). This project should be approved by ADE. 
4. Does Dual Enrollment Economics meet the requirements of a curriculum?
   • Just like AP, Dual Enrollment does not meet the personal finance requirements. 
5. What courses are required for the 3.0/4.0 GPA?
   • Students must take World History, US History, Government, and Economics in order to graduate from high school in Arizona. These are the courses to consider when determining GPA. Other courses are considered elective courses. 
6. If a student is graduating early, are they able to earn the Seal of Personal Finance?
   • Yes, as long as the student meets all the graduation and seal requirements, they can earn the seal.

Arizona Leans In on Formative Assessment. This Ed Week article highlights Arizona Educator involvement in the Formative Assessment Insights course. This article was published online on November 9, 2015. This article was published in print on November 11, 2015, as An Arizona Initiative Sets Sights on Teachers.

Additional Research

Connecting Formative Assessment Research to Practice – An Introductory Guide for Educators (2009) The Connecting Research to Practice brief is intended to enhance the knowledge and build the capacity of state, district and school personnel to implement effective formative assessment practice. The brief defines formative assessment, examines the research, and outlines the components needed to develop a high-quality, research-based formative assessment plan in a state, district, or school.

Formative Assessment: An enabler of learning (Heritage, 2011) (link file Formative Assessment Article) This two-page article provides a great starting o point and foundational information about the process of formative assessment. This article supports the definition of formative assessment as a process and outlines the teacher’s role, the student’s role, feedback and classroom climate as critical parts of the formative assessment process.