District staff outline K–12 civics curriculum, trainings and gaps in implementation

Seattle Public Schools staff told the board that civics education is a K–12 priority and described curriculum resources, statewide partnership materials and classroom-based assessments required under state guidance.

Acting Superintendent Fred Podesta framed civics as "a civic asset that is important to everyone" and said the district seeks to align its civics work with broader life-ready goals. Assistant Superintendent Dr. Strauski and Kathleen Vasquez described resources for teachers, K–5 civics units developed during the pandemic and state-aligned mock-election and Temperance Day toolkits provided by the Washington Secretary of State and OSPI.

Why it matters: Board members said civics instruction prepares students to participate in community life and democracy. Directors also sought assurance that statutorily required elements—especially the "Since Time Immemorial" tribal sovereignty instruction—are implemented consistently across schools.

Curriculum and supports described by staff

Staff described a range of materials and supports for teachers: an OSPI-aligned mock-election toolkit (with a kid-friendly voter pamphlet and lessons for elementary, middle and high school), Temperance Day materials and new K–5 civics units developed by district educators. The K–5 units are inquiry-based, span 4–6 weeks and move from classroom rules in kindergarten to documents such as the Declaration of Independence by fifth grade.

Staff also described the classroom-based civics assessment (a state-mandated classroom assessment administered in either fourth or fifth grade and again in later grades). Dr. Strauski reported data for prior years and explained that OSPI changed reporting for 2024–25 so district submissions now indicate participation rather than numeric totals.

Gaps and implementation questions

Several directors raised concerns about consistent implementation. Director Bridal said she had heard from Native community members that "Since Time Immemorial" instruction has not been implemented widely. Dr. Strauski and Vasquez said the district has provided training: "In the last 2 years we had 693 teachers in 23–24 trained and last year we had 799 teachers and instructional assistants," they said, and staff pledged to meet with the new Native Education manager to improve outreach and to provide a report on training and school-level implementation.

Director Hersey asked how the district prepares students to engage across political and regional differences and to hold difficult conversations. Staff pointed to culturally responsive practices and to curricula built on open-ended, inquiry-based questions. Vasquez noted the district's professional learning materials that teach teachers how to lead racially and socially sensitive discussions and said those resources incorporate criticality and culturally responsive approaches.

Board direction and follow-up

Directors asked staff for clearer measures and reporting on where civics instruction—including the tribal sovereignty curriculum—is actually happening, not just who has been trained. Staff agreed to return with additional information and a plan for reporting implementation, and they said they would coordinate with the newly hired Native Education manager, Dr. Bandoni.

Ending

Board members and staff agreed to continue the discussion in a future study session and to explore how civics learning can be tied more explicitly to the district's life-ready goals and accountability measures.