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Core Content Connectors (CCCs) identify the most salient grade-level, core academic content in ELA and Mathematics found in both the Common Core State Standards and the Learning Progression Frameworks. CCCs illustrate the necessary knowledge and skills in order to reach the learning targets within the LPF and the CCSS, focus on the core content, knowledge and skills needed at each grade to promote success at the next, and identify priorities in each content area to guide the instruction for students in this population and for the alternate assessment.

CCCs in Mathematics:

Data Analysis, Probability, and Statistics 1

Data Analysis, Probability, and Statistics 2

Measurement 1

Measurement 2

Numbers and Operations 1

Numbers and Operations 2

Numbers and Operations 3

Patterns, Relations, and Functions 1

Patterns, Relations, and Functions 2

Symbolic Expression 1

CCCs in English Language Arts

Habits and Dispositions

Informational Writing

Literary Writing

Persuasive Writing

Reading Informational Text

Reading Literary Text

Reading at the Word Level

Writing Across All Types

The following view of the Core Content Connectors (CCCs) is formatted in a similar fashion to the Common Core State Standards (CCSS). This view begins with the CCSS and then lists each CCC that is linked to that specific standard. This view shows explicitly how each CCSS is broken down into multiple CCC's. This view may be helpful when collaborating with general education colleagues.

Mathematics

Kindergarten

Number and Quantity

Statistics and Probability

English-Language Arts

Reading Standards for Foundational Skills

Language Standards

Reading Standards for Informational Text

Reading Standards for Literature

Speaking and Listening Standards

Writing Standards

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Core Content Connectors (CCCs) identify the most salient grade-level, core academic content in ELA and Mathematics found in both the Common Core State Standards and the Learning Progression Frameworks.

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US Department of Education Q&A on Endrew F

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US Department of Education Q&A on Endrew F

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CDE's Seven Step Process to Creating Standard Based IEPs

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CDE's Seven Step Process to Creating Standard Based IEPs

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The content on the Web page you requested is currently under review. We are sorry for the inconvenience. Please contact the Special Education Division to request information regarding the page you are trying to access.

Page Title: Training on Writing IEP Based on State Standards

Web Address: http://www.cde.ca.gov/sp/se/sr/ieptraining.asp
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© California Department of Education

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Skip to main content The content on the Web page you requested is currently under review. We are sorry for the inconvenience. Please contact the Special Education Division to request information regarding the page you are trying to access.

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Smarter Balanced: Usability and Accessibility Guidelines 

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Smarter Balanced: Usability and Accessibility Guidelines 

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The California Assessment of Student Performance and Progress (CAASPP) System provides a full range of assessment resources for all students, including those who are English learners and students with disabilities. These resources ensure that the assessments meet the needs of all students. Teachers are encouraged to review these resources early in the school year and provide opportunities for students to experience these resources throughout the year in classroom instruction and assessment.

Some resources are embedded into the technology platform for the computer-administered CAASPP tests. Other resources are considered non-embedded since they are provided by the local educational agency (LEA). The following list defines the four different categories of student accessibility resources:

Universal tools are available to all students on the basis of student preference and selection.

Designated supports are available to all students when determined for use by an educator or team of educators (with parent/guardian and student input, as appropriate) or specified in the student's individualized education program (IEP) or Section 504 plan.

Accommodations must be permitted on CAASPP tests to all eligible students if specified in the student's IEP or Section 504 plan.

Unlisted resources are non-embedded and shall be made available if specified in the eligible student's individualized education program (IEP) or Section 504 plan and only on approval by the California Department of Education (CDE)

Learn more about student accessibility resources by selecting the links below:

California Assessment Accessibility Resources Matrix displays the embedded and non-embedded universal tools, designated supports, and accommodations allowed for the CAASPP.

Braille Hybrid Adaptive Test provides a secure mathematics summative assessment option for LEAs to make available to students who use braille.

CAASPP Portal: Student Accessibility Resources and Test Settings provide links to manuals, instructions, and other resources related to accessibility.

Smarter Balanced Student Accessibility Resources provides resources to help educators understand Smarter's approach to assessment accessibility and to implement the use of the universal tools, designated supports, and accommodations for CAASPP.

Individual Student Assessment Accessibility Profile web-based tool that can be used to identify accessibility resources for CAASPP and English Language Proficiency Assessments for California (ELPAC). This tool can also generate a file, to be uploaded in Test Operations Management System (TOMS), that will assign test settings for multiple students prior to testing.

Effective Use of Accessibility Resources(PDF) flyer that explains the optional process for providing appropriate accessibility resources to students.

2022-23 California Student Assessment Accessibility Graphics

Questions: California Assessment of Student Performance and Progress Office | caaspp@cde.ca.gov | 916-445-8765

Last Reviewed: Monday, October 17, 2022

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The California Assessment of Student Performance and Progress (CAASPP) System provides a full range of assessment resources for all students, including those who are English learners and students with disabilities. These resources ensure that the assessments meet the needs of all students.