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The template for writing lesson plans

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How To Plan, Teach and Assess a Lesson Padlet

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How To Plan, Teach and Assess a Lesson Padlet

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Padlet for all areas of teaching

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All things IEP related

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All information regarding neurodiversity/ dyslexia

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The content standards adopted by the California State Board of Education are listed below: Printed publications can be purchased from CDE Press Educational Resources Catalog.

Current Standards

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

English Language Arts

Mathematics

English Language Development

English Language Development 2012

Brochures for Parents/Guardians
These brochures on the ELA/literacy standards provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also offer suggestions for parents/guardians to support their students' learning and a list of additional resources.
Spanish

Career Technical Education

Computer Science

Health Education

History-Social Science

History-Social Science, Adopted October 1998 (PDF)

Brochures for Parents/Guardians
These brochures on the history-social science framework provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also provide a brief summary of the instructional shifts in the framework.

Model School Library

Physical Education

Science

California Next Generation Science Standards

Brochures for Parents/Guardians
These brochures on the science standards provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also offer suggestions for parents/guardians to support their students' learning and a list of additional resources.
Spanish

Arts Education

The State Board of Education (SBE) adopted the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve ( Arts Standards) on January 9, 2019.To download the publication version of the standards, select the link below:

Information about the 2019 Visual and Performing Arts Content Standards Revision is available on the California Arts Standards Web page.

World Languages

The State Board of Education (SBE) adopted the World Languages Standards for Public Schools, Kindergarten Through Grade Twelve on January 9, 2019. To download the publication version of the standards, select the link below:

Previous Content Standards

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Wednesday, July 13, 2022

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The content standards adopted by the California State Board of Education are listed below: Printed publications can be purchased from CDE Press Educational Resources Catalog. Current Standards Search the California Content Standards This application contains the 12 California content standards.

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PBIS Tier 1-3 behavior management strategies

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PBIS Tier 1-3 behavior management strategies

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How to support students expressing unwanted behavior

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Helping create IEP goals for students

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The PDF of the CA Common Core Standards

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CA Common Core Standards for ELD

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Website with LOTS of books for kids

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Analyzing Children's Books for Racism and Sexism

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Analyzing Children's Books for Racism and Sexism

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Helpful Document when looking at children's books

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Diversity in reading

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Where can you find diverse books? Right here! We've compiled the following list of sites that offer recommendations for diverse titles. Our list is not exhaustive, and we welcome suggestions ...

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The CA math framework by grade level

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2023 Mathematics Framework

At its meeting on July 12, 2023, the State Board of Education (SBE) adopted the Mathematics Framework for California Public Schools: Kindergarten Through Grade Twelve ( Mathematics Framework). The framework is important guidance designed to help educators align classroom teaching with California's rigorous math learning standards.

The Mathematics Framework reflects input from California parents, educators, students, and others who commented during the two 60-day field review periods that were held in 2021 and 2022.

California is committed to achieving excellence in math teaching and learning through curriculum and instructional approaches grounded in research and reflective of best practices across the globe. The Mathematics Framework provides guidance for mathematics learning for all students at all levels of math-including calculus-and ensures students have a wide variety of options including pursuing Science, Technology, Engineering, and Mathematics (STEM) in college and career.

Frequently Asked Questions
Information about the draftMathematics Framework.

Schedule of Significant Events for the Revision of the Mathematics Framework
At its meeting on July 13, 2022, SBE revised the Schedule of Significant Events (Timeline) for the Revision ofMathematics Framework. The Timeline was originally approved by the SBE on May 8, 2019, and was previously revised on September 11, 2019, May 7, 2020, July 14, 2021, and November 3, 2021.

A professionally-edited and designed PDF version of the framework will be posted at a later date. The content will not substantively change from the version posted below.

Curriculum Framework and Evaluation Criteria Committee

At their January 08, 2020, meeting the State Board of Education appointed 20 members to the Mathematics Curriculum Framework and Evaluation Criteria Committee (Mathematics CFCC) to assist in the development of the Mathematics Framework.

The Mathematics CFCC Meetings and Notices

Focus Groups

Pursuant to the California Code of Regulations, Title 5, Section 9511(c), the California Department of Education (CDE) convened four focus groups across California.

Listserv

Additional Resources

2013 Mathematics Framework

Assembly Bill 250 (Chapter 608, Statutes of 2011) called for the revision of the Mathematics Framework to align with the California Common Core State Standards for Mathematics.

Video: Overview of the Mathematics Framework (Dated 26-Feb-2015)
This video for teachers, administrators, and other educators provides an overview of the Mathematics Framework and how it supports implementation of the California Common Core State Standards for Mathematics.

Common Core State Standards for Mathematics (PDF; 3MB)
Links to the standards adopted by the California State Board of Education in August 2010 (Modified January 2013 Publication Version).

Common Core State Standards (CCSS) Initiative
The multi-state initiative released the CCSS on June 2, 2010. The initiative site includes information about the development and research behind the standards, appendices, the states that have adopted the CCSS, and frequently asked questions.

Appendix A
Designing High School Mathematics Courses Based on the CCSS.

2005 Mathematics Framework (Available on request)
The Framework was adopted by the State Board of Education on March 9, 2005.
*To order a copy of this framework please contact CDE Press.

Content Standards
Links to downloads of all Content Standards.

All Curriculum Frameworks
Links to downloads of all Curriculum Frameworks.

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Friday, October 20, 2023

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Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

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2016 Science Framework - Science Framework (CA Dept of Education)

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The CA science framework

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2016 Science Framework - Science Framework (CA Dept of Education)

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The curriculum framework was adopted by the State Board of Education on November 3, 2016. This is the final published version.

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(Present Levels of Performance) PLOP and Goals worksheet

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(Present Levels of Performance) PLOP and Goals worksheet

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Google Forms - create and analyze surveys, for free.

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*This post was originally written by Barbara Proctor, one of our previous colleagues at Stetson & Associates.

Frequently when I am working with teachers who are considering co-teaching or have been assigned to co-teach I am asked, "What does effective co-teaching look like and how do the teachers create effective partnerships?" Part of my job involves working with teachers providing technical assistance and support, providing staff development and program evaluations so I decided to begin informally collecting data from the successful partnerships I observed. And these are some of my observations. Co-teaching is like a marriage- it takes planning, work, commitment, laughter, candor, respect, truthfulness and continuous open communication. Unfortunately many teachers do not volunteer to co-teach but instead are told by their administrators the week before school that they will be co-teaching; thus the co-teaching feels more like an arranged marriage than a choice. How have teachers made these arrangements successful and beneficial for themselves and their students?

One of the first successful partnerships I observed was Paul Goodwin, a special ed teacher and his co-teaching partners at Camelot Elementary in North East ISD in San Antonio, Texas. When I observed Paul's class I was unable to identify who was the special ed teacher or who was the general ed teacher as both teachers were involved in instruction, monitoring and working with all of the students equitably. When I asked Paul how he had nurtured such positive, respectful working relationships he replied that he had learned the general ed curriculum and volunteered to provide the instruction rather than waiting for the general ed teachers to "ask" him to do so. Because he and one of his colleagues did not have a common planning period the two of them agreed to meet before school to plan for their co-teaching period. The qualities these teachers had was a dedication to the students, a desire to help all the students in the class and were willing to "do what it takes" to help the students succeed.

Another effective co-teaching partnership I observed was at Royal Ridge Elementary in North East ISD.

Again I observed:

both teachers involved in instruction,

flexible grouping,

students responding to both teachers and

an inability to identify who the students were that were identified as requiring special education services as both teachers worked with all students and students were being successful academically and behaviorally.

I asked the teachers, Ms.Brandy Babida, the special ed teacher, and her two co-teaching fifth grade partners, Ms. Avitua and Mr. Baldizon, how they structured themselves for a successful co-teaching relationship, what the critical components of a collaborative relationship were and from the general ed teacher's perspective what did the special ed teacher need to do and from the special ed teacher's perspective what did the general ed teacher need to do. Here are their responses:

They are "our" kids and we have worked hard to make this work. There has to be a willingness on both teachers' parts to share responsibilities.

We reflect upon what worked and what didn't. We have open communication, trust one another, a willingness for work with each other.

Brandy knows the content, the curriculum, what is being taught and teaching strategies. Teachers have to be brave enough to "step up". You have to be proactive; Brandy doesn't wait for an "invite". She plans with us on a regular basis, sharing ideas and asking questions.

The general ed teachers are willing to share the teaching roles and responsibilities with me. Everything we do now is collaboratively done. The teachers need to be open minded, have a similar belief system and expectations.

Additional recommendations include:

Before the beginning of the school year share your belief system, teaching and behavior management strategies, planning style, non-negotiables. Access our Collaborative Teaching Resources page for resources to help you with these conversations (Teacher Working Style, Interpersonal Dynamics Discussion Tool, Roles and Responsibilities, etc.)

Plan on a weekly basis- the planning time must be adhered to as good teaching doesn't just happen- it is purposefully planned; reflect upon what went well in the lesson and why, discuss challenges and resolve ways to solve them.

Resolve to have open candid conversation with one another; do not take comments personally. The purpose of co-teaching is to provide what is best for students; this takes frequent planning, conversations, adjustments, and trust of one another.

Identify and clarify each other's roles and responsibilities so you don't duplicate efforts or assume the other person will complete the task.

Solve issues that arise with each other privately.

And finally have fun, be open to new strategies and ideas, enjoy the students and each other.

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Effective Co-Teaching Partnerships - Stetson & Associates, Inc.

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This post was originally written by Barbara Proctor, one of our previous colleagues at Stetson & Associates. Frequently when I am working with

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IEP/ SpEd terms in Spanish and English

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List of SpEd terms in English to Spanish and Cantonese

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Guidelines for UDL implementation

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Listen to words read aloud, follow with karaoke-style highlighting, enlarge text, or read in braille

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All things training for paras!

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Multilingual & Multicultural Education / ELD Standards

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Beyond the Bell (Before and Afterschool Programs)

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Sample Teacher Feedback Form- Google Form

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Sample Teacher Feedback Form- Google Form

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Google Forms - create and analyze surveys, for free.

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Who is PENT?

PENT is dedicated to supporting positive educational environments which use evidence based, positive strategies to achieve high outcomes for all students by disseminating resources and materials for educators throughout the state of California.

PENT Provides...

Annual Forums for Cadre members.

Evidence based, best practice research in the area of positive behavior.

Functional, usable and educator friendly resources and documents.

Training resources and materials that are FREE to use.

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Positive Environments, Network of Trainers (PENT)

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Positive Environments, Network of Trainers (PENT)

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The Positive Environments, Network of Trainers (PENT) is dedicated to supporting positive educational environments which use evidence based, positive strategies to achieve high outcomes for all students by disseminating resources and materials for educators throughout the state of California.

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

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Parents and children visiting the LeRoy Collins Leon County Public Library System will find new resources awaiting them thanks to Book Nook Bundles provided by the Florida Center for Reading Research.

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Reading A-Z: The online reading program with downloadable books to print and assemble | Reading A-Z

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Award-winning reading solution with thousands of leveled readers, lesson plans, worksheets and assessments to teach guided reading, reading proficiency and comprehension to K-5 students

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By Jillian Winn
Monday, November 20, 2023 (Modified from original published 11-25-2019)

In the past, we have shared holiday-themed signs around Thanksgiving (See our article: 10 signs to know for Thanksgiving), but we feel strongly that what's more important than learning to sign a few signs like turkey and pie, is conversational signs.

If you check out the Sign of the Day each day, you will notice the Sign of the Day for Monday, November 20 is CONVERSATION (as in "talk to someone in sign language") because this week is recognized as "Better Conversation Week." Better Conversation Week is always the week of Thanksgiving and it is the perfect time of year for all of us to focus on having better conversations.

Sometimes our deaf family and friends feel excluded when they come home for the holidays. If everyone isn't signing, they may feel excluded and feel like they don't have a place at the table. In honor of Better Conversation Week, in honor of Thanksgiving, and, most of all, in honor of our deaf family and friends, let's try to sign. Signing is hard and it can be intimidating to sign with a fluent signer when you are feeling insecure about your signing skills, but the number one thing you can do is simply just TRY to sign.

To encourage and support everyone to sign this week, we have unlocked all of our member full example sentences for this week only. This is a member feature, but will be unlocked and freely accessible to everyone this week.

Click on the "Sentences" tab on the Signing Savvy website to get started. We suggest looking at the section on "Conversational Sentences." There are lots of great examples of how to sign full sentences. We hope that before you know it, you are feeling comfortable signing "How have you been?" and "It's good to see you."

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Signing Savvy | ASL Sign Language Video Dictionary

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Signing Savvy is a sign language video dictionary that contains American Sign Language (ASL) signs, fingerspelled words, and other common signs.

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Modules focused on specific areas

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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If a student is showing/ saying things regarding suicide

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Suicide as a Spectrum: Breaking down the complexity of suicidal thoughts — Suicide Is Different

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A person’s suicidal thoughts cannot be simply defined by a “yes” or “no” answer. Understanding the spectrum of suicidality will help you recognize what type of help you can provide as well as when and where to seek more appropriate resources.

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What you need to do before an IEP

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Better ways to write about behaviors