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# California Digital Learning Integration and Standards Guidance

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- [Home](https://www.cadlsg.com/) - Dr. Linda Darling-Hammond, President of the California State Board of Education, Richard Culatta, CEO of ISTE, Dr. Jo Boaler, Professor of Education at Stanford University, and Dr. Hallie Yopp Slowik, Professor Emeritus at California State University, Fullerton, describe the vision and goals of the California Digital Learning Integration and Standards Guidance. While we aim to
- [Chapter 5: Introduction to Standards Guidance to Teaching Mathematics Through Big Ideas and Connections](https://www.cadlsg.com/chapter-5/) - Chapter 4 provided information about digital learning in mathematics. The purpose of chapters 5–9 is to present standards and instructional guidance to support the continuum of learning from Transitional Kindergarten (TK)/Kindergarten (K) through grade ten. These chapters prioritize critical areas of instructional focus by grade levels. Attention to these critical areas will ensure that students
- [Chapter 7: Mathematics in Grades Three Through Five](https://www.cadlsg.com/chapter-7/) - Figure 7.1. A Progression Chart of Big Ideas, Grades Three Through Five (Figure 6.16 in the 2023 CA Mathematics Framework) The upper-elementary grades present new opportunities for developing and extending number sense. There are four Big Ideas related to number sense for grades three through five including: extending flexibility with numbers; understanding the operations of
- [Appendix E: Glossary of Terms](https://www.cadlsg.com/appendix-e/) - Active Learning An approach to learning where the student is actively engaged in their learning process, rather than passively receiving information. This can include both hands-on learning as well as minds-on learning, especially in online learning. Activities for active learning online may include, but are not limited to, simulations, games, writing, problem solving, reflection, discussion,
- [Chapter 6: Mathematics in Transitional Kindergarten Through Grade Two](https://www.cadlsg.com/chapter-6/) - Figure 6.1. Progression of Big Ideas, Transitional Kindergarten Through Grade Two (Figure 6.3 in the 2023 CA Mathematics Framework) In the primary grades, students begin the important work of making sense of the number system, implementing SMP.2 to “Reason abstractly and quantitatively.” Students engage deeply with CC3 (CC3, Taking Wholes Apart and Putting Parts Together),
- [Foreword](https://www.cadlsg.com/foreword/) - We are pleased to present the California Digital Learning Integration and Standards Guidance, a collaboratively developed framework for helping our teachers move standards-aligned instruction seamlessly between the in-person and virtual spaces, a resource that we believe will prove critically important in our volatile and ever-changing world. The intent of this guidance is to help teachers
- [Appendix A: Full Literature Review](https://www.cadlsg.com/appendix-a/) - ISTE’s California Digital Learning Integration and Standards Guidance Project Literature Review Prepared by Caitlin Clause McLemore, Ed.D. Introduction ISTE’s California Distance Learning Curriculum and Instructional Guidance project, funded by the Sacramento County Office of Education (SCOE), aims to draft a curriculum and instructional guide for critical subject areas related to distance learning. Specifically, the guide
- [Introduction](https://www.cadlsg.com/introduction/) - Years of substantial investment in technology infrastructure for schools, including equipping students and teachers with internet connectivity and devices, have set the conditions for transformative innovation of learning. When used effectively in online (synchronously or asynchronously), hybrid, or face-to-face environments, digital tools can accelerate sound pedagogical practices and facilitate student growth as lifelong, empowered learners.
- [Appendix B: Digital Tools Matrix](https://www.cadlsg.com/appendix-b/) - The chart below organizes digital tools referenced in the guide by type, cost, publisher, grade-level, description, and how teachers and students may use them in service of learning. Notes [1] Appendix B includes digital tools to support the implementation of the strategies and considerations identified in the California Digital Learning Integration and Standards Guidance. The digital
- [Appendix D: Mathematics Rubric Sample](https://www.cadlsg.com/appendix-d/) - The rubric below gives an overview of the Big Ideas for grade three. It connects the Drivers of Investigation to both the Big Ideas and the standards for mathematical practice (SMP). Periodically and throughout the school year, teachers can use a tool like this to assess and give feedback to students around their strengths and
- [Chapter 8: Mathematics in Grades Six Through Eight](https://www.cadlsg.com/chapter-8/) - Figure 8.1. Progression Chart of Big Ideas, Grades Six Through Eight (Figure 7.4 in the 2023 CA Mathematics Framework) As students enter the middle grades, the number sense they acquired in the elementary grades deepens with the content. Students transition from exploring numbers and arithmetic operations in kindergarten through grade five to exploring relationships between
- [Chapter 9: Mathematics in High School, Grades Nine and Ten](https://www.cadlsg.com/chapter-9/) - This section focuses on years nine and ten, as the Mathematics Framework sets out a few common pathways for grades nine and ten, followed by a plethora of options for later years, as set out in figure 9.1: Figure 9.1: High School Pathways from the Mathematics Framework (Figure 8.4 in the 2023 CA Mathematics Framework)
- [About the Guide](https://www.cadlsg.com/about-the-guide/) - About Us Acknowledgements Contact Information Foreword Introduction To support schools in the effective implementation of technology to support learning, the California Digital Learning Integration and Standards Guidance provides strategies to build educator and system capacity. The guide is based on foundational, research-based digital learning practices, including engaging in personal interaction, building classroom communities, promoting collaboration,
- [Acknowledgements](https://www.cadlsg.com/acknowledgements/) - The California Digital Learning Integration and Standards Guidance was developed with contributions from statewide stakeholders, including educators, content experts, professional associations, educational organizations, parents/caregivers, and students. We gratefully acknowledge the efforts of the individuals and entities below. Lead Agency: Sacramento County Office of Education David W. Gordon, Sacramento County Superintendent of Schools Nancy Herota, Ed.D.,
- [Appendix F: Section References](https://www.cadlsg.com/appendix-f-section-references/) - Section A Chapters 1-3 Almarode, J. Fisher, D., Thunder, K., & Frey, N. (2021). The success criteria playbook: A hands-on guide to making learning visible and measurable. Corwin. Archambault, L., & Kennedy, K. (2018). Teacher preparation for K-12 online and blended learning. In K. Kennedy & R. Ferdig (Eds). Handbook of K-12 Blended and Online Learning Research (pp.
- [Resources](https://www.cadlsg.com/resources/) - English Language Arts/English Language Development Framework The 2014 English Language Arts/English Language Development Framework adopted by the SBE on July 9, 2014, was developed to support and incorporate the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects and the California English Language Development Standards. 2023
- [Videos](https://www.cadlsg.com/videos/) - Select the links below to view short videos produced by SCOE that introduce various aspects of the 2021 DLISG. Overview of Guidance Dr. Linda Darling-Hammond, President of the California State Board of Education, Richard Culatta, CEO of ISTE, Dr. Jo Boaler, Professor of Education at Stanford University, and Dr. Hallie Yopp Slowik, Professor Emeritus at
- [Appendix C: Section Resources](https://www.cadlsg.com/appendix-c/) - Section A Be Internet Awesome Google provides free digital citizenship resources and lesson plans to help educators reinforce students’ digital citizenship skills. Google additionally provides helpful resources for parents/caregivers to reinforce digital citizenship from home. California Department of Education Distance Learning Webinar Series Webinars include guidance for EL student instruction, English language development, and dual-language
- [Old - Chapter 7: Mathematics in Grades Three Through Five](https://www.cadlsg.com/chapter-7-2/) - Figure 7.1. A Progression Chart of Big Ideas through Grades 3–5 The upper-elementary grades present new opportunities for developing and extending number sense. There are four big ideas related to number sense for grades 3–5 including: extending flexibility with numbers, understanding the operations of multiplication and division, making sense of operations with fractions and decimals, and using
- [Standards Guidance for Mathematics](https://www.cadlsg.com/standards-guidance-for-mathematics/) - Chapter 4: Digital Learning in Mathematics Chapter 5: Introduction to Standards Guidance to Teaching Mathematics Through Big Ideas and Connections Chapter 6: Mathematics in Transitional Kindergarten Through Grade Two Chapter 7: Mathematics in Grades Three Through Five Chapter 8: Mathematics in Grades Six Through Eight Chapter 9: Mathematics in High School, Grades Nine and Ten
- [Chapter 4: Digital Learning in Mathematics](https://www.cadlsg.com/chapter-4/) - Chapter 1 provided a wide range of general recommendations associated with effective teaching in a digital learning environment. This chapter includes additional strategies for a focused subset of topics most relevant to mathematics instruction and aligned to the International Society for Technology in Education (ISTE) Standards for Educators and National Standards for Quality Online Teaching
- [Chapter 16: English Language Arts, Literacy, and English Language Development in High School](https://www.cadlsg.com/chapter-16/) - Overview of the Span Navigating the highs and lows of adolescence, thoughtful and perceptive teachers help students expand their world views beyond the confines of the school and community and to see themselves as powerful actors in these settings. The standards at this grade span represent increasingly sophisticated expectations for students. Students are prompted to
- [Chapter 15: English Language Art, Literacy, and English Language Development in Middle School](https://www.cadlsg.com/chapter-15/) - Overview of the Span Young adolescents’ quest for autonomy, relevance, meaning, and competence begins in earnest during these years, and motivation and engagement are critical factors in students’ school success. Importantly, as middle school students explore the various layers of their identities, the adults around them exude acceptance, understanding, and validation of who they are
- [Chapter 14: English Language Arts/Literacy and English Language Development in Grades Four and Five](https://www.cadlsg.com/chapter-14/) - Overview of the Span Excellent instruction in the first years of schooling is imperative, but it does not guarantee success in the years ahead. Older students—those in grade four and above—must also be provided excellent instruction. The grades four and five span is a critically important time as students consolidate their skills and apply them
- [Chapter 13: English Language Arts/Literacy and English Language Development in Grades Two and Three](https://www.cadlsg.com/chapter-13/) - Overview of the Span Grades two and three are exciting years as children become increasingly fluent with written language. They use their knowledge of the alphabetic code and of language in general to achieve their own goals as readers and writers. They engage with progressively more complex, high-quality literary and informational text, expand their knowledge
- [Chapter 12: English Language Arts/Literacy and English Language Development in Transitional Kindergarten Through Grade One](https://www.cadlsg.com/chapter-12/) - Overview of the Span The first years of schooling are a profoundly important time on the pathway to literacy, and the quality of the curriculum and instruction offered to children in the transitional kindergarten through grade one span has long lasting implications. During these crucial years, instruction focuses on children’s acquisition of the skills, knowledge,
- [Chapter 2: Assessing Student Achievement in Digital Learning](https://www.cadlsg.com/chapter-2/) - Regardless of the format of school—remote, blended, distance, hybrid, simultaneous, or traditional—assessment continues to drive instruction and intervention. Quality assessments allow teachers to identify unfinished learning and unrealized potential and to take action. As referenced in Chapter 1, according to the ISTE Standards for Educators,1 effective assessment strategies that leverage technology feature several key characteristics
- [Chapter 1: Designing Effective and Engaging Digital Learning](https://www.cadlsg.com/chapter-1/) - Ensuring Equity and Access High-quality digital learning requires intentional planning and effective online instruction. When designing online or blended learning experiences, research-based guidance is essential in helping meet the needs of every student and educator. Quality technology and focused instruction that is student-centered and engaging enhance students’ virtual learning experiences. A prerequisite to effective digital learning is the
- [Chapter 11: Introduction to Standards Guidance for English Language Arts, Literacy, and English Language Development](https://www.cadlsg.com/chapter-11/) - The California Common Core State Standards: English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects1 (ELA/Literacy Standards) and the California English Language Development Standards2 (ELD Standards) have wide-ranging importance. The ability to read, write, and communicate with competence and confidence in English across a range of personal and academic contexts expands students’ opportunities for career and college
- [Chapter 3: Fostering Healthy, Equitable, and Inclusive Digital Communities](https://www.cadlsg.com/chapter-3/) - Students need to develop both academic and social emotional skills to be successful in the 21st century world, where technology, access to information, and work/school routines are rapidly changing. Skills such as critical thinking, problem solving, application of knowledge to novel situations, and the ability to self-direct will become increasingly important as today’s students move
- [Chapter 10: Digital Learning in English Language Arts, Literacy, and English Language Development](https://www.cadlsg.com/chapter-10/) - Chapter 1 presented a wide range of general recommendations associated with effective teaching in a digital learning environment. The information in this chapter provides several additional suggested strategies for a focused subset of topics most relevant to English Language Arts (ELA) and/or English Language Development (ELD) instruction and aligned to the ISTE Standards for Educators
- [About Us](https://www.cadlsg.com/about-us/) - California State Board of Education The 11-member State Board of Education is California’s K-12 policy-making body for academic standards, curriculum, instructional materials, assessments and accountability. California Department of Education California will provide a world-class education for all students, from early childhood to adulthood. The Department of Education serves our state by innovating and collaborating with
- [Appendices](https://www.cadlsg.com/appendices/) - Appendix A: Full Literature Review Appendix B: Digital Tools Matrix Appendix C: Section Resources Appendix D: Mathematics Rubric Samples Appendix E: Glossary of Terms Appendix F: Section References Additional tools, references, and resources are featured in the Appendices. Included in these is Appendix A featuring a full literature review, which identifies research-based best practices for
- [Standards Guidance for ELA, Literacy, and ELD](https://www.cadlsg.com/standards-guidance-for-ela-literacy-and-eld/) - Chapter 10: Digital Learning in English Language Arts, Literacy, and English Language Development Chapter 11: Introduction to Standards Guidance for English Language Arts, Literacy, and English Language Development Chapter 12: English Language Arts/Literacy and English Language Development in Transitional Kindergarten Through Grade One Chapter 13: English Language Arts/Literacy and English Language Development in Grades Two
- [Implementing Research-Based Digital Learning Practices](https://www.cadlsg.com/implementing-research-based-digital-learning-practices/) - Chapter 1: Designing Effective and Engaging Digital Learning Chapter 2: Assessing Student Achievement in Digital Learning Chapter 3: Fostering Healthy, Equitable, and Inclusive Digital Communities Chapter 1 explores how to best ensure equity and access for all students, especially those who are affected by structural and institutional injustices during health and economic crises (PACE, 2020),
- [Guidance](https://www.cadlsg.com/guidance/) - Implementing Research-Based Digital Learning Practices Chapter 1: Designing Effective and Engaging Digital Learning Chapter 2: Assessing Student Achievement in Digital Learning Chapter 3: Fostering Healthy, Equitable, and Inclusive Digital Communities Standards Guidance for Mathematics Chapter 4: Digital Learning in Mathematics Chapter 5: Introduction to Standards Guidance to Teaching Mathematics Through Big Ideas and Connections Chapter
- [Contact Information](https://www.cadlsg.com/contact-information/) - The Curriculum Frameworks and Instructional Resources Division (CFIRD) of the California Department of Education is responsible for administering the development of curriculum frameworks, which provide guidance for the implementation of standards, and the statewide adoption of instructional materials. CFIRD also houses the Clearinghouse for Specialized Media and Technology, which helps to close the achievement gap