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Title_ Enhancing Social-Emotional Learning in Independent Study and Virtual Classrooms

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DLAC 2025- Reaching Through the Computer Screen

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Top 10 Tips for Education Specialists in Independent Study

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Top 10 Tips for Education Specialists in Independent Study

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Find free online resources to assess reading, fluency, writing, math, and other skills for present levels, IEP goal baselines, etc.

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The El Dorado County Charter SELPA understands the unique challenges of independent study programs. With this in mind, our staff provides in-depth training, specialized resources, and consultation to empower educators in independent study programs to develop and implement effective practices and instructional strategies tailored to meet the diverse needs of their students. The Charter SELPA supports the delivery of high-quality, personalized education by emphasizing rigorous academic standards and ensuring compliance with state and federal special education regulations. This approach fosters student engagement, academic success, and the flexibility independent learners need to thrive.

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The El Dorado County Charter SELPA understands the unique challenges of independent study programs. With this in mind, our staff provides in-depth training, specialized resources, and consultation to empower educators in independent study programs to develop and implement effective practices and instructional strategies tailored to meet the diverse needs of their students. The Charter SELPA supports the delivery of high-quality, personalized education by emphasizing rigorous academic standards and ensuring compliance with state and federal special education regulations. This approach fosters student engagement, academic success, and the flexibility independent learners need to thrive.

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SELPA Procedural Guide- Independent Study, Home-Hospital, and Home Instruction

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SELPA Procedural Guide- Independent Study, Home-Hospital, and Home Instruction

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Charter SELPA - Independent Study, Home-Hospital Instruction, and Home Instruction

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In the incidence that a student is unable to attend school due to a medical disability such as illness or hospitalization, an LEA/district may implement one of the following programs to meet the student’s general and/or special education needs for the duration of their absence from the school setting: Home and Hospital Instruction, Home Instruction, or Independent Study. The purpose of this section is to outline which instructional program is most appropriate based on the student’s educational program and level of need.

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Mentimeter Results RE Alt Pathway and Transition

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Mentimeter Results RE Alt Pathway and Transition

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TPP: Parter Highlight from Classical Academies

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TPP: Parter Highlight from Classical Academies

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Family/Teacher One Pagers for Alt Pathway- SCOE 

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Family/Teacher One Pagers for Alt Pathway- SCOE 

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One Pager Handouts for Alternative Pathway to a High School Diploma for Students with Significant Cognitive Disabilities

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Master Home Base Doc: Alt Pathway to a HS Diploma updated 11.25?

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Master Home Base Doc: Alt Pathway to a HS Diploma updated 11.25?

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Master Home Base Doc: Alt Pathway to a HS Diploma updated 11.25

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Stephanie Coleman SCOE Alt Pathway Slides

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Stephanie Coleman SCOE Alt Pathway Slides

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MASTER Path to the Alt Pathway last updated Nov 2025

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Mentimeter Results Re Program Structure, ESN, and Curriculum

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Mentimeter Results Re Program Structure, ESN, and Curriculum

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Springs COMPASS (ESN Program) Presentation

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Springs COMPASS (ESN Program) Presentation

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Participant copy EDCOE 5_7_25 High Quality IEPs Project Presentation.pptx

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DCN Training for Dyslexia Instruction (with virtual considerations)

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DCN Training for Dyslexia Instruction (with virtual considerations)

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OCR Know Your Rights: Students with Disabilities in Charter Schools 

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OCR Know Your Rights: Students with Disabilities in Charter Schools 

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30-Day Independent Study Education Specialist Checklist

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30-Day Independent Study Education Specialist Checklist

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30-Day Independent Study Education Specialist Checklist

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Top 10 Tips for Education Specialists in Independent Study

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Top 10 Tips for Education Specialists in Independent Study

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YM&C Addressing Student Truancy Presentation

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YM&C Addressing Student Truancy Presentation

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El Dorado Charter SELPA Paraeducator Guidelines

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El Dorado Charter SELPA Paraeducator Guidelines

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DCN Language and Literacy Instruction for ID Padlet

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DCN Language and Literacy Instruction for ID Padlet

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NTACT Interagency Collaboration Guide for Transition

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NTACT Interagency Collaboration Guide for Transition

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Collaboration is a predictor of positive postschool outcomes for students with disabilities when it occurs across education, vocational rehabilitation, families, and numerous other partners who provide instruction, pre-employment transition services, and other transition services stakeholders. Well-developed partnerships for planning and service delivery give the greatest benefit to youth and their families.

Vocational rehabilitation (VR) agencies are required to enter into formal interagency agreements with State Educational Agencies (SEA) that describe how they will collaboratively plan and coordinate transition services for students with disabilities who need those services, per the Rehabilitation Act of 1973, as amended by Title IV of WIOA. This formal interagency agreement is a foundational document and is essential to ensuring that students with disabilities experience a smooth transition from school to post-school activities.

The Individuals with Disabilities Education Act (IDEA) specifies that schools are to ensure that transition planning and services are coordinated with outside entities, agencies, and services providers as part of students' annual Individualized Education Programs (IEPs).

Source: The Impact of Deep Collaboration on Work in States: Impact of Aligned Federal Policies (PDF)

Interagency collaboration goes beyond vocational rehabilitation and schools. At the local and state levels, collaboration within and across multiple agencies, services providers, and community organizations can provide students and families the sought-after seamless transition from youth to adult living.

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Collaboration is a predictor of positive postschool outcomes for students with disabilities when it occurs across education, vocational rehabilitation, families, and numerous other partners who provide instruction, pre-employment transition services, and other transition services stakeholders. Well-developed partnerships for planning and service delivery give the greatest benefit to youth and their families.

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Central Valley Charter Schools Transition Slides

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Central Valley Charter Schools Transition Slides

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American Foundation for the Blind Accessibility Resources

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American Foundation for the Blind Accessibility Resources

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The Internet is tremendously important in our daily lives, including the lives of people who are blind or visually impaired. We check the news, sports, weather, and stocks, engage in social networking, and make banking transactions and travel plans alongside fully sighted friends.

Not every website, however, is optimally designed for use by people with visual impairments. When a website is built without regard to proper web design, they become inaccessible by people with vision loss who use access technology.

Everyone Benefits From Accessible Websites

The same good techniques that make web pages accessible to those of us who use access technology benefit users of other devices as well. For example, people with slower Internet connections and those using devices such as cell phones or tablets that have smaller screens.

Learning About Accessible Web Design

If you are serious about making your web site accessible, the most valuable resource available is the website of the Web Access Initiative (WAI), part of the World Wide Web Consortium. There you'll find guidelines for making web pages along with explanations and techniques. The content guidelines are found at www.w3.org/TR/WCAG20/.

You will also find valuable help in this web accessibility area of the AFB website. You can learn about a variety of accessibility topics and tips via the links below.

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The Internet is tremendously important in our daily lives, including the lives of people who are blind or visually impaired. We check the news, sports, weather, and stocks, engage in social networking, and make banking transactions and travel plans alongside fully sighted friends. Not every website, however, is optimally designed for use by people with visual impairments.

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Want to ensure the materials you create are accessible to all your learners? The POUR principles are a great place to start. These principles define four qualities of an accessible experience and they are at the foundation of the Web Content Accessibility Guidelines (WCAG) an international standard for making web content accessible.

Perceivable

Perceivable content will make it possible for all your learners to see and hear the information.
Learn how to make your content perceivable.

Operable

Operable content will help all your learners navigate the information independently using their preferred tools.
Learn how to make your content operable.

Understandable

Understandable content will support your learners' understanding through a consistent and predictable design.
Learn how to make your content understandable.

Robust

Robust content will work for your learners on a range of current and future technologies, including assistive technologies.
Learn how to make your content robust.

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Protocol for Creating Accessible OER is to provide detailed yet easily implemented techniques for creating accessible OER with Microsoft Office and Google Workspace.

AEM Center at CAST
2022

With the tips in this one-page document, you will create high-quality, accessible videos that also engage learners and promote understanding.

AEM Center at CAST
2020

Learn five practices for creating accessible documents and slide decks.

Top of Page

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Designing for Accessibility - AEM Center

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Learn how to create an accessible experience with the POUR principles.

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Conservatorship Booklet for Regional Center Families

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Conservatorship Booklet for Regional Center Families

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ELA Connectors and Essential Understandings for Reading

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ELA Connectors and Essential Understandings for Reading

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ELA Connectors and Essential Understandings for Writing

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ELA Connectors and Essential Understandings for Writing

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ELA Connectors and Essential Understandings for Math

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ELA Connectors and Essential Understandings for Math

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Person Driven Planning Training Video  (1080p) - Thompson Policy Institute and El Dorado Charter SELPA

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Person Driven Planning - A Person-Centered Approach to Transition Planning. This training video is a collaborative effort between the Thompson Policy Institute on Disability at Chapman University and The El Dorado Charter SELPA, made possible through a state grant provided by the California Department of Education's Public Charter Schools Grant Program. Specifically, it falls under the Regional Technical Assistance and Coaching Sub-grant for the year 2023. You can find information about the RTAC grant on the California Department of Education website.

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DCN Direct Instruction for Students with Significant Learning Needs Padlet

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DCN Direct Instruction for Students with Significant Learning Needs Padlet

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Lots of great resources, many of which are applicable to IS schools!

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Find free online resources to assess reading, fluency, writing, math, and other skills for present levels, IEP goal baselines, etc.

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Presentation on SPED Issues in Virtual Schools

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Presentation on SPED Issues in Virtual Schools

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Variety of Formats

Local educational agencies (LEAs) are encouraged to offer a range of quality educational options, including classroom-based, hybrid, and nonclassroom-based programs, to better tailor instruction to pupils, thereby improving academic outcomes while maximizing enrollment. Independent study may be offered through a variety of formats (California Education Code [ EC] Section 51744 ) including:

Independent Study Modalities
California statute provides for two different independent study program options that LEAs may choose to administer. Most LEAs offer the traditional independent study option, authorized pursuant to EC sections 51744-51749.3 . In 2015-16, a new independent study program known as course-based independent study (CBIS) was codified in EC sections 51749.5-51749.6 . This link provides descriptive information to enhance the understanding and awareness of these different independent study instructional modalities.

Key Legal Requirements for Independent Study

Legal requirements for independent study are found in EC and the California Code of Regulations, Title 5 (5 CCR). See Legal Requirements for Independent Study.

Local Board Policy

Local boards shall ensure that participation in independent study as an instructional alternative is always voluntary for the pupil. The LEAs shall establish policies as specified in EC sections 51747 and 51749.5(a)(1) , and adopted pursuant to 5 CCR Section 11701 , including:

Maximum length of time by grade level, between the time an assignment is made and date the assignment must be completed.

Level of satisfactory education progress and number of missed assignments before an evaluation to determine if the pupil should remain in independent study.

Current independent study agreement for each pupil containing all required elements as provided in EC sections 51747(g) and 51749.6 , as applicable.

NOTE: Administrative Rules and Regulations may be adopted to implement independent study in accordance with California law. Other policies and procedures may also be listed in the LEA's Student Handbook.

Independent Study Agreement

EC sections 51747(g) and 51749.6

The following elements must be in each independent study agreement in alignment with the LEA's board policies and according to statute:

General pupil data including the name, address, grade level, school of enrollment, and program placement. EC sections 51747.3(c) , 51748 , and 46300.1

The beginning and end dates of the agreement. An independent study agreement shall not be valid for more than one school year. EC Section 51747(g)(5)

The manner, time, frequency and place for the submission of assignments, for reporting academic progress, and for communicating with the pupil's parent or guardian. EC Section 51747(g)(1)

List of subjects/courses in which the pupil is enrolled and number of course credits or other accomplishment to be earned. EC Section 51747(g)(6) ; 5 CCR Section 11703(b)(2)

The learning objectives and methods of study for the course(s) and assignments attempted under the agreement. EC sections 51747(g)(2) and 51745(a)(3) ; 5 CCR sections 11700(e)(f) and 11702(b)

The methods of evaluation that will be used to determine if the pupil met the learning objective(s). EC Section 51747(g)(2)

The specific resources, including instructional materials and personnel, and the confirmation or provision of access to the connectivity and devices adequate to participate and complete assigned work. EC sections 51746 and 51747(g)(3) ; 5 CCR sections 11700(i) , and 11701.5

The maximum length of time between the date of the assignment and when it is due, the level of satisfactory educational progress, and the number of missed assignments to determine if the pupil should remain in independent study. EC sections 51747(a) and 51747(g)(4)

Statement that independent study is an optional educational alternative in which no pupil shall be required to participate. EC Section 51747(g)(8) ; 5 CCR Section 11700(d)(2)(A)

Statement that instruction may be provided for an EC sections 48915 (expulsion) or 48917 (suspended expulsion) pupil through independent study only if the pupil has the continuous choice of classroom instruction. EC Section 51747(g)(8) ; 5 CCR Section 11700(d)(2)(B)

Reporting/returning assignments to teacher(s). EC Section 51747(g)(1)

Time(s) for meetings/reporting

Frequency of meetings (can be a combination of online, face-to-face, or lab)

Location (may be a combination of labs, classrooms, face-to-face, and/or online)

Dated signatures for pupil, parent, guardian, or caregiver, teacher, and the certificated employee designated as having responsibility for the special education programming of the pupil, as applicable. EC Section 51747(g)(9)

Equal Educational Opportunity

EC sections 51747(c) and 51749.5(a)(4)
The independent study option is designed to teach the knowledge and skills of the LEA's core curriculum. LEAs offering independent study shall provide content aligned to grade level standards substantially equivalent to in-person instruction.

High school pupils participating in independent study shall have access to all courses offered by the LEA for graduation and approved by the University of California or the California State University as creditable under the a-g admissions criteria.

LEAs shall confirm or provide access to all independent study pupils to the connectivity and devices necessary to participate in their educational program and complete assignments. EC Section 51747(g)(3)

For pupils not performing at grade level or requiring support in other areas, the independent study agreement shall include a statement identifying the academic and other supports that will be provided to address the pupil's needs. EC Section 51747(g)(7)

Ratio of Average Daily Attendance to Supervising Teacher

Traditional Independent Study: The ratio of average daily attendance for independent study pupils to school district full-time equivalent certificated employees responsible for independent study may not exceed the equivalent ratio of pupils to full-time certificated employees for all other educational programs operated by the school district. EC Section 51745.6(a)

CBIS: Refer to EC Section 51749.5(b) , and email any questions to the California Department of Education Instructional Time and Attendance Accounting Office at attendanceaccounting@cde.ca.gov.

In addition to the information above, also refer to the Instructions for Ratio Calculations.

Under Charter School Regulations, charter schools may use one of two methods for computing average daily attendance ratios:

They may follow the instructions for school districts, using as the base the unified school district with the greatest average daily attendance in the county or counties in which the charter school operates. 5 CCR Section 11704

They may use a fixed pupils-to-certificated employee ratio of not more than 25 to 1. EC Section 51745.6(e)

Standards Aligned

EC Section 51747(c)
Independent study courses and materials are aligned to state content standards, and textbooks are those most recently adopted by the State Board of Education or, in the case of high school, by the LEA. Supplemental materials may be used to respond to individual pupil interests and learning styles. Materials that are sectarian in nature are not used pursuant to the California Constitution, Article IX, Section 8 .

Teacher Quality

EC sections 51747.5 and 51749.5 recognize EC sections 44865 and 44300 , which provide that independent study teachers shall be employees of the LEA (for CBIS only, may be an employee from an adjacent school district under a Memorandum of Understanding) and shall possess a valid California certification document.

Independent study pupils have at least weekly access to a teacher who is a subject expert teacher in the subject area for a-g approved coursework. For more information, refer to the Non-classroom Based/Independent Study Schools section on the University of California, A-G Policy Resource Guide's Register Your Institution: Schools web page.

Pupil Success in Independent Study

LEAs offering independent study shall provide appropriate existing services and resources to enable pupils to complete their independent study program successfully. Services and resources may include, but are not limited, to the following:

Pupils shall have access to a designated learning center or study area staffed by appropriately trained personnel. EC Section 51746(a)

Pupils are assessed for their potential to be successful in independent study. EC Section 51746(b) ; 5 CCR Section 11700(d)(1)(B)

Pupils participating in independent study are to have the same access to existing services and resources and equality of rights and privileges as other pupils. 5 CCR sections 11700(i) and 11701.5

Pupils should have contact with teachers as specified in Board Policy (may be a combination of one-on-one, in class or lab, by email, phone, conference, and/or online) on a sufficiently frequent basis for the teachers to provide needed instruction, adequately assess pupil progress, and make appropriate modifications. The frequency of pupil-teacher meetings may be increased as needed.

Pupils shall have opportunities for daily live interaction and synchronous instruction for purposes of maintaining social connectedness, assessing progress and wellness, as well as for the provision of supportive services and instruction. EC sections 51747(e) and 51749.5(a)(4)(C)

Last Reviewed: Friday, September 01, 2023

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A general overview of independent study describing the types of programs, key legal requirements, independent study agreements, local board policy, teacher qualifications, and attendance.

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Lozano Smith Podcast: Episode 65 Special Education and Independent Study in the Post-Pandemic Era

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Lozano Smith Podcast: Episode 65 Special Education and Independent Study in the Post-Pandemic Era

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Episode 65 Special Education and Independent Study in the Post-Pandemic Era

In this Lozano Smith Podcast episode, host Sloan Simmons talks with Lozano Smith special education attorneys Kendra Tovey and Amanda Cordova regarding independent study in the context of special education students in light of the now existing independent study legal framework post-pandemic.

1:06- Special education students participation in Independent Study (IS) (Client News Brief 39 - August 2022)

2:16- Transitioning back from distance learning

3:45- Responding to IS requests

4:26- Free Appropriate Public Education (FAPE)

6:13- Least Restrictive Environment (LRE)

8:34- Amending Individualized Educational Plans (IEPs) to provide a FAPE during IS

9:17- Changing placement and other considerations

10:08- E. E. et al. v. State of California et al. (N.D. Cal.) Case No. 21-cv-07585-SI (2022 WL 16752080)

13:47- Providing services to students participating in IS

15:40- (Nonpublic Agency) NPA

16:24- Districts' obligation to provide in-home supports and services

19:07- Increase in requests for IS

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Episode 65 Special Education and Independent Study in the Post-Pandemic Era In this Lozano Smith Podcast episode, host Sloan Simmons talks with Lozano Smith special education attorneys Kendra Tovey and Amanda Cordova regarding independent study in the context of special education students in light of the now existing independent study legal framework post-pandemic.