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A Framework for Integrating the Common Core Standards to a Functional Skills Curriculum in High School

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Title: A Framework for Integrating the Common Core Standards to a Functional Skills Curriculum in High School
Language: English
Authors: Sudha V. Krishnan
Source: Journal of the American Academy of Special Education Professionals. 2026 21(1):49-58.
Availability: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: High Schools
Secondary Education
Elementary Secondary Education
Descriptors: Common Core State Standards, Special Needs Students, High School Students, Evidence Based Practice, Skill Development, Daily Living Skills, Equal Education, Students with Disabilities, Learning Activities, Secondary School Curriculum, Inclusion, Regular and Special Education Relationship
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001, Every Student Succeeds Act 2015, Individuals with Disabilities Education Act
DOI: 10.64546/jaasep.617
ISSN: 2325-7466
Abstract: A holistic framework that integrates Common Core State Standards (CCSS) with functional skills instruction for high school students with extensive support needs (ESN) is urgently needed for high schools to comply with recent legislation like the California Assembly Bill 181 (2022), that established an alternate diploma pathway that is aligned with alternate academic standards. This paper argues against the false dichotomy between academic and functional curricula and, instead proposes a framework that integrates CCSS into functional activities by isolating specific skills (e.g., literacy, mathematics, collaboration, or technology use) and aligns them with evidence-based practices such as task analysis, video modeling, systematic instruction, prompting, and peer-mediated interventions. Instructional transparency is encouraged through visible classroom standards and academic subject labeling, supporting shared understanding among educators, families, and administrators. Further, the paper posits that functional skills are naturally an authentic context for standards-based instruction, allowing educators to maintain academic rigor while promoting skills needed for post-school readiness. This integrated framework offers a practical approach to curriculum design and instructional planning for students with extensive support needs to prepare students for meaningful postsecondary education, employment, and community life.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502688
Database: ERIC
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  Data: 10.64546/jaasep.617
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  Data: 2325-7466
– Name: Abstract
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  Data: A holistic framework that integrates Common Core State Standards (CCSS) with functional skills instruction for high school students with extensive support needs (ESN) is urgently needed for high schools to comply with recent legislation like the California Assembly Bill 181 (2022), that established an alternate diploma pathway that is aligned with alternate academic standards. This paper argues against the false dichotomy between academic and functional curricula and, instead proposes a framework that integrates CCSS into functional activities by isolating specific skills (e.g., literacy, mathematics, collaboration, or technology use) and aligns them with evidence-based practices such as task analysis, video modeling, systematic instruction, prompting, and peer-mediated interventions. Instructional transparency is encouraged through visible classroom standards and academic subject labeling, supporting shared understanding among educators, families, and administrators. Further, the paper posits that functional skills are naturally an authentic context for standards-based instruction, allowing educators to maintain academic rigor while promoting skills needed for post-school readiness. This integrated framework offers a practical approach to curriculum design and instructional planning for students with extensive support needs to prepare students for meaningful postsecondary education, employment, and community life.
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