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Common Core Resources for Special Education

Resources and guidelines on the Common Core State Standards (CCSS) for the Special Education Community.

Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school. Since 2010, 45 states have adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace. For details regarding the CCSS for all students visit the main CCSS Web page.

This site offers resources and guidelines on what the CCSS and the new tests will mean for California students in the Special Education Community.

CCSS

The Common Core State Standards (CCSS) for English and math were adopted in 2010. These standards define what students need to learn at each grade level. They provide a chance to improve access to quality content standards for students with disabilities.

Symposiums

Resources

Webinars

  • Webinar: The Common Core State Standards for English Language Arts: Shifts and Implications for ELA Instruction External link opens in new window or tab.
    On April 12, CCSSO hosted a webinar, supported by the Kansas EAG State Consortium project, titled "The Common Core State Standards for English Language Arts: Shifts and Implications for ELA Instruction". Presenters Meredith and David Liben, ELA instructional specialists and professional development leaders, work with Student Achievement Partners, a nonprofit organization founded by three of the contributing authors of the Common Core State Standards that assembles educators and researchers to design actions based on evidence to improve student achievement.

  • Webinar: Transition to the CCSS for Teachers of Student with Significant Cognitive Disabilities Aligning Instruction to Standards External link opens in new window or tab.
    On April 16, CCSSO hosted a webinar, supported by the Kansas EAG State Consortium project, titled "Transition to the CCSS for Teachers of Student with Significant Cognitive Disabilities" Aligning Instruction to Standards". Presenter Karen Erickson, special education expert at the University of North Carolina - Chapel Hill, focused on important transitions in instructional approach for teachers of students with significant cognitive disabilities. The webinar includes discussion led by Andrew Hinkle, special education specialist at the Ohio State Department of Education and Rolf Blank, CCSSO project principal investigator.

General Assessment

Alternate Assessment

  • National Center State Collaborative (NCSC)
    On October 1, 2012, California joined the National Center and State Collaborative (NCSC) Consortia as a Tier II state. The NCSC is a project led by 27 states (18 Tier I core states and 9 Tier II states) who have committed to develop professional development modules and curriculum/instruction resources, create alternate achievement standards and to develop a multi‐state comprehensive assessment system for students with significant cognitive disabilities. Tier I Core States are involved in the governance of NCSC and have decision-making authority. Tier II states help develop an individualized plan to implement professional development modules and curriculum/instruction resources, including formative assessment strategies and progress monitoring tools.

Parents and Students

Other Resources

Multi-Tiered System of Supports (MTSS)

A MTSS is a framework for serving all students that supports the systematic provision of interventions directly related to students’ needs. The needs to be addressed are determined by consistent monitoring of each student’s unique learning progression. A successful MTSS framework supports all students through high-quality and universally designed general education instruction at Tier 1 and more-intensive interventions at Tiers II and III, including universal screening, progress monitoring, flexible mobility between tiers, problem-solving teams, and parent input.

Instructional Supports for Learning

Instructional supports for learning based on the principles of Universal Design for Learning (UDL) foster student engagement by presenting information in multiple ways and promote equal opportunities to learn for all students.

Instructional Accommodations

Instructional accommodations provide many pathways to learning and consist of strategies that consider each individual’s unique strengths, needs and learning preferences within the existing classroom structures. Accommodations change materials and procedures allowing students to learn within the framework of the CCSS, but do not change the standards.

Assistive Technology

Assistive technology (AT) is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. AT devices and services along with accessible instructional materials (AIM), aid in access to the general education curriculum and the CCSS for all students.

Set of Webinars from the Maryland Assistive Technology Network online External link opens in new window or tab.

Questions:   Kristen Brown | SEDCCSS@cde.ca.gov | 916-445-1064
Last Reviewed: Tuesday, March 1, 2016
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