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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:

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

2. 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)

3. 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)

4. 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)

5. 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)

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

7. 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

8. 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)

9. 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)

10. 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)

11. 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)

12. 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:

1. 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

2. 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:

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

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

3. 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

4. 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.

5. 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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These FAQs reflect the 2022-23 changes to independent study and have been updated according to Assembly Bill 181 (Chapter 52, Statutes of 2022) .

For information and requirements about average daily attendance (ADA), apportionment, ratio calculations, instructional time, attendance accounting, waivers, and Form J-13A refer to the California Department of Education (CDE) Principal Apportionment web page or contact the Instructional Time and Attendance Accounting office by email at attendanceaccounting@cde.ca.gov.

Independent study is governed by California Education Code ( EC) sections 51744-51749.6 and California Code of Regulations, Title 5 (5 CCR) sections 11700-11705. Local educational agencies (LEAs) shall meet with their legal counsel and independent auditor for alignment of their independent study program with legal authority, regulations, and audit requirements.

Academic Requirements | Attendance and Reporting | Independent Study Environments | Other Supports and Resources | Policies and Procedures | Subgroup Populations

Academic Requirements

Admission
Assigned Work
Classroom Sessions
Immunization
Pupil-Parent-Educator Conference
Right to Classroom Option
Teacher Qualifications
Tiered Reengagement and Interventions
Written (Learning) Agreements

Admission
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Assigned Work
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Classroom Sessions
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Immunization

What are the immunization requirements for independent study pupils? (Updated 01-Jul-2022)

Effective January 1, 2016:

Parents or guardians of pupils in any school or child-care facility, whether public or private, will no longer be allowed to submit a personal beliefs exemption to a currently-required vaccine.

Pupils will no longer be required to have immunizations for entry if they attend:

A home-based private school or

An independent study program with no classroom-based instruction.

For example, times on campus in the scenarios below to be classroom-based instruction and, thereby, would require pupil immunization:

A pupil is 99 percent virtual, but returns to campus to submit projects, and

A pupil completes academic instruction away from campus, but wants to participate in extracurricular activities on campus.

For additional immunization information, refer to the Regulations FAQs (2019 Changes) on the Shots for School website.

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Pupil-Parent-Educator Conference

Are LEAs required to have a meeting with parents or guardians of a pupil interested in independent study? (Updated 01-Jul-2022)

While LEAs are not required to conduct a meeting with parents or guardians prior to the signing of the independent study agreement, it is considered best practice to do so, particularly if requested by a parent or guardian.

For pupils not generating attendance, not meeting satisfactory educational progress, or otherwise not meeting requirements of the independent study agreement, LEA's shall include in their board policies, as part of their tiered reengagement strategies, a clear standard for requesting a pupil-parent-educator conference to review the pupil's independent study agreement and reconsider the independent study program's impact on the pupil's achievement and well-being. EC sections 51747(d) and 51749.5(a)(8)(C)(iii)

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Right to Classroom Option
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Teacher Qualifications

What are the credentials required for teachers providing independent study instruction?

Independent study must be provided under the general supervision of an employee of the LEA who possesses a valid certification document pursuant to EC sections 44865, 44300, or 47605(l).

For traditional independent study, EC Section 51747.5(a) states: "The independent study by each pupil shall be coordinated, evaluated, and, notwithstanding subdivision (a) of EC Section 46300, shall be under the general supervision of an employee of the LEA who possesses a valid certification document pursuant to EC Section 44865 or an emergency credential pursuant to EC Section 44300, registered as required by law."

Course-based independent study (CBIS) courses are taught under the general supervision of certificated employees who hold the appropriate subject matter credential pursuant to EC sections 44300, 44865 or 47605(l). CBIS teachers shall be employed by the LEA at which the pupil is enrolled, or by a LEA that has a Memorandum of Understanding to provide the instruction. EC Section 51749.5(a)(3)

Do the federal requirements for highly qualified teachers apply to those teaching via independent study?

No. Under the Every Student Succeeds Act, the No Child Left Behind Act of 2001 highly qualified teacher requirements were eliminated and replaced with applicable State certification and licensure requirements. Teachers shall meet all State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in Section 612(a)(14)(C) of the Individuals with Disabilities Education Act. 20 U.S.C. Section 1412(a)(14)(C)

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Tiered Reengagement and Interventions
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Written (Learning) Agreements
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Attendance and Reporting

Attendance

How do schools keep attendance records for online courses?

For more information, see the following:

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Course (Academic) Credit

Is it permissible to grant or accept partial credits?

Schools must accept the partial course credit of satisfactorily completed coursework. EC Section 48645.5 states:

Each public school district and county office of education shall accept for course credit full or partial coursework satisfactorily completed by a pupil while attending a public school, juvenile court school, or nonpublic, nonsectarian school or agency. The coursework shall be transferred by means of the standard state transcript. If a pupil completes the graduation requirements of his or her school district of residence while being detained, the school district of residence shall issue to the pupil a diploma from the school the pupil last attended before detention or in the alternative, the county superintendent of schools may issue the diploma.

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Data Management Systems

1. Are there programs that help independent study staff keep track of attendance, grades, and other records?

Yes. There are many programs that can track pupil growth and can be integrated with attendance accounting systems used by LEAs. The CDE does not promote or approve attendance accounting programs or systems by outside vendors. While reaching out to other LEAs for data management programs, or attending related workshops offered by the California Consortium for Independent Study may prove helpful in learning about additional recordkeeping resources, statute requires that attendance forms and procedures, including those used for independent study attendance accounting used by school districts and county offices of education be approved by the CDE.

The CDE's Principal Apportionment Data Collection software is used by LEAs to report pupil attendance to calculate funding for the Local Control Funding Formula. Additional information is available on the CDE Principal Apportionment Data Collection web page.

2. How do LEAs record incomplete attendance in the California Longitudinal Pupil Achievement Data System (CALPADS) for independent study pupils who do not return any work? (New 01-Jul-2022)

In the Student Absence Summary File in CALPADS, this information would be reported in the following fields:

13.21-NonADA-Generating Independent Study Days

13.22-ADA-Generating Independent Study Days

In a scenario where a pupil has a traditional independent study agreement for 14 schooldays and completes no work, the total duration of participation in independent study would be 14 schooldays, and the information would be reported as follows:

13.21-NonADA-Generating Independent Study Days-14

13.22-ADA-Generating Independent Study Days-0

For questions or additional information regarding CALPADS, send an email to calpads@cde.ca.gov.

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Instructional Minutes and Days

What are the required instructional minutes and required length of the school year for independent study? (Updated 01-Jul-2022)

All school district pupils are required to be offered at least 180 instructional days of instruction per year. All charter school pupils are required to be offered 175 instruction days per year. All pupils are also required to be offered a minimum number of instructional minutes of physical in-person instruction per year that varies by their grade level. This is both a site level and a LEA level requirement.

For additional information on instructional time and attendance account refer to the CDE Instructional Time and Attendance Accounting web page. For questions pertaining to physical education minutes, visit the CDE Physical Education FAQs web page.

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Recordkeeping

How long must pupils' independent study records be kept?

LEAs shall follow the same guidelines for independent study record retention as with all other pupil records. Unless otherwise specified, all Class 3-Disposable records shall be destroyed during the third school year after the school year in which they originated (e.g., 2006-07 records may be destroyed after July 1, 2010), with the exception of mandatory permanent pupil records (e.g., transcripts), which must be kept indefinitely. A continuing record shall not be destroyed until the fourth year after it has been classified as Class 3-Disposable. Check district and county policy manuals for specific guidelines, and see 5 CCR sections 432, 437, 16023, 16026, and 16027.

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Truancy

1. Do truancy laws apply to pupils in independent study? (Updated 01-Jul-2022)

1. Pupils in kindergarten through twelfth grade independent study are not subject to truancy laws. Instead, EC sections 51747(b) and 51749.5(a)(8)(B) call for an evaluation to determine whether or not the pupil should remain in independent study. LEAs are also required to have in their independent study board policies a plan for tiered reengagement strategies to include outreach and clear standards for requiring a pupil-parent-educator conference. EC sections 51747(d) and 51749.5(a)(8)(C)

2. Most schools have instituted a system of progressive interventions, starting when a pupil misses a single assignment, so that the problems that are preventing the pupil from completing assignments can be addressed. In the extreme case, if a pupil never turns in work and never comes to appointments, that pupil would rapidly accumulate missed assignments. Once the specified number of missed assignments is reached (based on board policy and the independent study agreement), the pupil's continuance in independent study must be evaluated and the return to the regular classroom or other appropriate educational option considered.

3. If the pupil is referred back to the regular classroom program and fails to attend, truancy laws would be applicable. As soon as the pupil has accumulated three unexcused absences of more than 30 minutes in the regular program, the pupil should be deemed a truant pursuant to EC Section 48260, and the school attendance review board process should begin with the parental notice of truancy. EC Section 48260.5

4. For more information about truancy laws, please contact the Educational Options Office, Child Welfare and Attendance Services, by email at cwa@cde.ca.gov.

2. If a pupil is not completing assignments, not participating in synchronous instruction, not responding to interventions, or is otherwise in violation of the independent study agreement, can the pupil be referred to the school attendance review board (SARB)? (New 01-Jul-2022)

The pupil must first be referred back to in-person attendance and all avenues of truancy intervention for in-person attendance must be attempted before the pupil may be referred to the SARB. It is only after classroom instruction has been attempted and failed due to habitual truancy that a referral to a SARB is made (emphasis added).

Independent study statute has safety nets and accountability measures in place to address a pupil's lack of participation and completion of assignments. EC sections 51747(b) and 51749.5(a)(8)(B) call for an evaluation to determine whether or not pupils who are not making satisfactory educational progress should remain in independent study. LEAs are also required to have in their independent study board policies a plan for tiered reengagement strategies to include outreach and clear standards for requiring a pupil-parent-educator conference. EC sections 51747(d) and 51749.5(a)(8)(C)

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Waivers
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Independent Study Environments

Charter Schools

Are charter schools that do not have a classroom-based component exempt from the requirement to transition pupils to the regular classroom within five instructional days per EC sections 51747(f) and 51749.5(a)(9)? (New 01-Jul-2022)

No. Charters, including nonclassroom-based charters, must comply with the requirement to have a plan to transition pupils. The plan may be a return to the pupil's local district, or to assist families to find an alternate in-person charter school within the five instructional days. The law does not provide an exception to the requirement to transition a pupil within five days if requested for nonclassroom-based charter schools, nor does it require that the transition be within the LEA providing the independent study instruction.

Please refer to the CDE Charter Schools web page for additional information.

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Concurrent (Dual) Enrollment

Is a public school pupil allowed to have concurrent enrollment in a private school?

For noncharter schools, this is a local decision that should be established in administrative regulations or policies. There are a number of attendance and accountability considerations.

1. For attendance and accountability purposes, if the pupil is enrolled for at least the minimum day at the public school, the pupil is a pupil of the district and school. As such, the public school will be accountable for all attendance records, pupil testing, and grades. If the school and district agree to accept credits from a private school, there should be a mechanism for verifying that the instruction will help to prepare the pupil to attain proficiency in grade level courses. There is no additional ADA generated by taking a course at a private school.

2. If the pupil is enrolled for at least the minimum day at the private school, then that pupil should be considered a private school pupil, and no public monies would be generated on the basis of ADA to support the education of that pupil.

3. For high school pupils taking online courses outside the public school, the pupil always should check first with the high school administration to ensure that the online credits will be accepted by the high school and that the online course is comparable to other college preparatory courses offered at the high school.

4. If the concurrent enrollment in private courses does not in any way affect regular school enrollment, it is the family's decision whether the pupil enrolls in the private school course(s) in addition to public school. All parties should be mindful of the effect of additional homework, time demands, or stress levels that might occur as a result of private after-school or weekend classes.

For charter schools, public funds will not be available for any pupil who also attends a private school that charges the pupil's family for tuition. EC Section 47602(b)

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Course-based Independent Studies

What is CBIS? (Updated 01-Jul-2022)

CBIS was first available to pupils in the 2015-16 school year as an alternative to the traditional independent study model. Pupils participating in CBIS enroll in courses that are certified by the LEA to be of the same rigor, educational quality, and intellectual challenge substantially equivalent to in-person instruction and equivalent classroom-based courses.

CBIS records the pupils' independent study efforts by converting entire courses to instructional minutes ( EC sections 51749.5 and 51749.6). Otherwise stated, CBIS replaces making time valued assignments (traditional independent study) with enrolling in a certified LEA course when ADA is computed and reported. Attendance for CBIS is earned if all course requirements are met and the pupil is making satisfactory progress.

All CBIS courses shall be taught under the general supervision of certificated employees who hold the appropriate subject matter credential and are employed by the LEA, or by a LEA that has a Memorandum of Understanding to provide the instruction.

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Home and Hospital Instruction
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Home Schooling
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Short-term

1. What constitutes short-term independent study? (Updated 01-Jul-2022)

Short-term independent study is for pupils participating for no more than 14 schooldays in a school year.

EC Section 46300(e)(1) allows districts to claim apportionment for pupils participating in independent study for three or more consecutive school days and pursuant to EC sections 51744-51749.6, inclusive. For pupils who participate in independent study for fewer than 15 cumulative schooldays in a school year, LEAs are exempt from the requirements to provide tiered reengagement strategies, daily live interaction, synchronous instruction, and of returning the pupil to in-person instruction within five instructional days. EC Section 51747(h)(2)(i)

There is no other distinction in law between short-term and long-term independent study (more than 14 school cumulative days in a school year). With the exception of the number of days as indicated above, the same legal requirements must be met. In short-term independent study, the pupil's classroom teacher often serves as the independent study supervising teacher and provides the independent study assignments (coursework the pupil would have covered had the pupil remained in the classroom during this period).

2. What are the legal requirements for assignment due dates with short-term independent study?

Assignments for independent study shall be submitted in accordance with the LEA's adopted policies and as provided in the written agreement. EC Section 51747 provides, in part:

A local educational agency shall not be eligible to receive apportionments for independent study by pupils, regardless of age, unless it has adopted written policies, and has implemented those policies, pursuant to rules and regulations adopted by the Superintendent, that include, but are not limited to, all of the following:

(a) The maximum length of time, by grade level and type of program, that may elapse between the time an independent study assignment is made and the date by which the pupil must complete the assigned work.

The required written agreement shall include "the manner, time, frequency, and place for submitting a pupil's assignments and for reporting progress." EC Section 51747(g)(1)

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Summer Session

Are there rules for establishing independent study for summer sessions? (Updated 01-Jul-2022)

1. Under the Local Control Funding Formula, LEAs do not generate separate funding for supplemental instruction offered in summer school programs.

2. LEAs shall comply with legal requirements as provided in independent study statute. EC sections 51744-51749.6

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Virtual Learning

1. Is there a prohibition against using either recorded or live content/instruction provided by third-part content providers? (Updated 01-Jul-2022)

Instructional materials shall be approved and adopted by the local board. EC Section 240 requires that "Governing boards of school districts shall adopt instructional materials in accordance with the provisions of Section 60040" relating to social content standards. Local boards shall decide, through a resolution, as to whether instructional materials are aligned to the content standards and are consistent with the content and cycles of the curriculum framework adopted by the State Board of Education for: (i) Mathematics; (ii) Science; (iii) History-social science; (iv) English language arts, including the English language development component of an adopted program.

Content and instruction offered by a third-party provider do not meet live interaction or synchronous instruction requirements and may not be used toward the time value of pupil work product for the claiming of apportionment.

Further, the traditional independent study by each pupil shall be under the general supervision of a LEA employee with a valid certification document pursuant to EC Section 44865 or EC Section 44300, as required by law. In CBIS, courses are taught under the general supervision of certificated employees who hold the appropriate subject matter credential, and are employed by the LEA at which the pupil is enrolled, or by a LEA that has a Memorandum of Understanding to provide the instruction in coordination with the LEA at which the pupil is enrolled.

2. Are school districts allowed to open an independent study school to serve all pupils through virtual learning? (Updated 01-Jul-2022)

Yes. LEAs have the discretion to implement independent study as either a program or a school. The legal authority for a school district to meet its instructional day requirements and the annual instructional time requirements mandates that instruction be under the immediate supervision of a certificated employee to be included in instructional day and minute calculations. These requirements are both district level and site level requirements, and both carry a financial penalty when unmet.

School districts may operate, a separate school as an Alternative School of Choice, using independent study as the instructional delivery mode for instruction by electing one of two independent study instructional delivery options:

Option 2: CBIS instructional delivery is based on enrollment in a certified LEA course or courses with attendance earned if all course requirements are met and the pupil is making satisfactory progress.

A LEA may refer to its independent study program or school as a "virtual school," but there is no separate distinction for such schools. Therefore, a virtual school has to operate under the instructional delivery models for independent study as stated in options 1 or 2, above. To learn more about the requirements for establishing an Alternative School of Choice, contact altschoolschoice@cde.ca.gov.

In addition to the programmatic requirements that must be met to generate attendance through independent study, LEAs have school site-based instructional time requirements that apply to all school sites within the district. Some of these requirements carry fiscal penalties if unmet. The CDE encourages LEAs to consult with their independent auditors to ensure compliance with site-based annual minute requirements, and with their legal counsel to ensure compliance with equity length of time requirements pursuant to EC sections 37202 and 46207.

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Other Supports and Resources

Comprehensive/Targeted Support and Improvement
Resources
Testing

Comprehensive/Targeted Support and Improvement

If a school/district is identified for comprehensive support and improvement or targeted support and improvement, does that change how independent study is offered? (Updated 01-Jul-2022)

Schools/districts in comprehensive support and improvement (CSI) or targeted support and improvement (TSI) must follow applicable state and federal requirements. Refer to the CSI/TSI program requirements on the CDE School Support web page.

LEAs that offer independent study must continue to comply with the laws and regulations regarding independent study as provided in EC sections 51744-51749.6, inclusive.

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Resources

What resources are available to help understand and/or establish independent study options? (Updated 01-Jul-2022)

The following resources will help in providing additional information for establishing and maintaining a high quality independent study option for students:

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Testing

How do LEAs administer the Smarter Balanced Summative Assessments in an independent study setting? (New 01-Jul-2022)

The main considerations would revolve around whether the program intends to assess their students remotely, or have students physically attend a site to take the assessment - both options are available for pupils in independent study. Training for staff is also a requirement regardless of the setting.

Pupils choosing to test remotely do need to take the practice test beforehand to assure that they know and understand how to use the test system. Beyond that there is no specific guidance specific to independent study programs. The test system may allow a paraprofessional to monitor multiple test sessions across multiple sites, which could be helpful for independent study programs. This possibility should be pursued through the LEA's regional success agent. LEAs receive emails from their area success agent, and it is the LEA's responsibility to make this information available to their program staff.

Additional information is available on the California Assessment of Student Performance and Progress (CAASPP) website, or by contacting the CDE CAASPP Office by email at caaspp@cde.ca.gov.

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Policies and Procedures

Board Policy
Frequency of Required Meetings
Participation in Graduation, Sports, or Other School Events
Physical Education
Transcripts
University of California A-G Policy for Nonclassroom-based Independent Study Schools
Work Samples

Board Policy

What policies and procedures are required for compliance in offering independent study? (Updated 01-Jul-2022)

Independent study statute requires that LEAs have adopted board policies to include, in part:

1. Maximum length of time between the time an assignment is made and when it must be completed.

2. Level of satisfactory progress a pupil must make and number of missed assignments allowed before an evaluation is conducted to determine whether the pupil should remain in independent study.

3. Content must be aligned to grade level standards and substantially equivalent to in-person instruction. For high schools, this shall include 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.

4. Procedures for tiered reengagement strategies:

Traditional independent study: For pupils not generating attendance for more than 10 percent of required minimum instructional time over four continuous weeks, pupils found nonparticipatory in synchronous instruction as provided in EC Section 51747.5 for more than 50 percent of the scheduled times in a school month, or otherwise in violation of the written agreement.

Course-based independent study: For pupils not making satisfactory educational progress in one or more courses, or otherwise in violation of the written agreement pursuant to EC Section 51479.5.

5. Plan to transition pupils to in-person instruction upon request within five instructional days.

6. A requirement that a current independent study agreement be kept on file for each pupil.

In addition to the above, for CBIS ( EC Section 51749.5):

1. Courses shall be annually certified to be of the same rigor, educational quality, and intellectual challenge substantially equivalent to in-person instruction and equivalent classroom-based courses, and aligned to all relevant local and state content standards.

2. For high schools, shall include access to all courses offered by the LEA for graduation and approved by the University of California or the California State University to meet admissions criteria.

It is recommended that LEAs review the following resources to ensure that independent study program implementation meets applicable California laws and regulations:

1. Refer to the Guide for Annual Audits of K-12 Local Education Agencies and State Compliance Reporting is available from the Education Audit Appeals Panel .

2. Access more information regarding legal compliance, workshops, and conferences at the California Consortium for Independent Study website.

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Frequency of Required Meetings

1. Is there a requirement for how often pupils and teachers should meet face-to-face in independent study? (Updated 01-Jul-2022)

1. EC sections 51747(e) and 51749.5(a)(4)(C) provide requirements for opportunities for synchronous instruction and live interaction by grade level, as shown below. The synchronous instruction shall be delivered by the teacher(s) of record for the pupil per EC sections 51747.5 and 51749.5.
Minimum Standards for Live Interaction and Synchronous Instruction

Grade Level

Live Interaction Opportunities

Synchronous Instruction Opportunities

Transitional kindergarten through grade three

Not applicable

Daily

Grades four through eight

Daily

Weekly

Grades nine through twelve

Not applicable

Weekly

2. It is recommended that LEAs give thought to what auditors may consider a reasonable amount of time between pupil work completed and teachers verifying the work-an issue that is reinforced by the educational need for frequent, formative assessments to ensure that pupils are making adequate progress.

2. How will a LEA document a pupil's participation in live interaction and synchronous instruction? (Updated 01-Jul-2022)

EC Section 51747.5(c) provides that a LEA shall document each pupil's participation in live interaction and synchronous instruction pursuant to EC Section 51747 on each schoolday, as applicable, in whole or in part, for which live interaction or synchronous instruction is provided as part of the independent study program. A pupil who does not participate in independent study on a scheduled live interaction or synchronous instruction shall be documented as nonparticipatory for that schoolday for purposes of pupil participation reporting and tiered reengagement pursuant to EC Section 51747.

A LEA should not report a student as nonparticipatory on days for which no synchronous instruction or live interaction is scheduled for that student.

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Participation in Graduation, Sports, or Other School Events

1. Do pupils in independent study have the right to participate in school events, particularly graduation ceremonies?

On the California Interscholastic Federation (CIF) Constitution & Bylaws web page, Bylaw 302 governs participation of independent study programs and schools:

The CIF defines independent/home study programs under the jurisdiction of a CIF-member school or school district as those independent/home study programs in which the curriculum is approved, the program administered, and the pupils evaluated by that school/school district's governing body's designees.

A pupil enrolled in an independent study program is eligible at the public school in whose attendance area his/her parent(s) or guardian(s) reside, or where the pupil most recently established his/her residential eligibility provided that:

A pupil's registration is accepted by the local school board; and

The courses taken by the pupil meet the standards adopted by the local school board and EC Section 51745 et seq.; and

The administrative responsibility for the pupil involved in athletics would rest with the principal of the school for which the pupil is competing; and

The pupil meets all other eligibility requirements of the CIF and its member sections; and

For the purposes of determining dues, legal and liability assessments, realignment issues and CIF state and section divisional placement, the enrollment figures for nonCIF-member school/program pupils residing in the CIF-member school's attendance area must be included in the CIF-member school's California Basic Educational Data System enrollment figures.

2. Are LEAs allowed to use state funds to provide low-contact sports opportunities which are only made available to pupils in independent study?

No. The use of public funds to provide a thing of value to independent study pupils only is not allowable. EC Section 51747.3 provides (in part):

(a) Notwithstanding any other law, a local educational agency, including, but not limited to, a charter school, may not claim state funding for the independent study of a pupil, whether characterized as home study or otherwise, if the local educational agency has provided any funds or other thing of value to the pupil or his or her parent or guardian that the local educational agency does not provide to pupils who attend regular classes or to their parents or guardians. ...

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Physical Education

1. May a school offer physical education via independent study?

2. How can a school meet the required number of minutes of instruction for physical education through independent study?

The accounting for the minutes of instruction (see the CDE Instructional Time and Attendance Accounting web page) shall be met as provided by EC Section 51747.5(a), under the general supervision of a credentialed teacher. The supervising teacher determines the time value of the pupil's work product, as further provided in 5 CCR Section 11700(b)(2).

Both the knowledge and performance of concepts, principles, and strategies of physical education are recommended in the CDE Physical Education Model Content Standards for California Public Schools (PDF; 2MB) and the CDE Physical Education Framework for California Public Schools (PDF; 4MB) , and count toward the required minutes of physical education instructional time.

Subject matter knowledge: the teacher would assign grade level work comparable to assignments given to pupils at that grade level in other district schools.

Subject matter performance: the teacher would assign the physical activity (such as participating in 30 minutes of moderate to vigorous physical activity a minimum of four days each week). The pupil (and/or the pupil's parent[s] or guardian[s], depending on the pupil's age) would keep a physical education activity log(s). This log would be signed by the parent or guardian (in elementary school) or responsible adult involved with the physical activity, such as a parks and recreation director or team coach. Any such log is for the teacher's use and record and is not for apportionment or the audit file. The independent study teacher can require substantiation of the physical activity. For example, a pupil could record his or her heart rate while using a heart monitor, or could calculate calories burned while using a pedometer. In addition, pupils could keep a record of striking an object consistently so that the object travels in the intended direction at the desired height.

3. For apportionment purposes, what are valid courses for physical education via independent study? For example, can a school collect apportionment for a yoga class taught on campus by a credentialed teacher for independent study pupils? (Updated 01-Jul-2022)

Each district should define a process for approving independent study courses for which academic credit can be awarded through traditional independent study. Time spent participating in district-approved physical education courses provided via traditional independent study may generate both academic credit and time value towards attendance credit for the purpose of generating apportionment. For apportionment purposes, a district-approved physical education course should be valid for traditional independent study pupils, as long as it meets the usual conditions of apportionment for independent study (covered by a written agreement, assignments completed by due dates, and supervising teacher determination of the time value of completed work), and the pupil is under the general supervision of a certificated employee. Traditional independent study attendance credit is based on the time value of a work product, or the combined time value of work product and synchronous instruction participation (as applicable). A day of attendance is predicated on the time value of that work product or the combination of work product or synchronous instruction participation being equivalent to a day of instruction in the classroom, not on one individual course.

Each course, including physical education courses offered through CBIS must meet specific supervision and course certification requirements. Pupils that are enrolled in appropriately supervised and certified courses for at least a minimum instructional day can generate CBIS attendance while enrolled and making satisfactory progress.

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Transcripts

Should independent study be designated on pupil transcripts? (Updated 01-Jul-2022)

No. Transcripts for pupils participating in independent study should reflect the same information regarding enrolled courses and credit as the transcript for pupils in the regular classroom.

EC Section 51749.5(a)(4)(A) requires that courses for CBIS be annually certified to be substantially equivalent to in-person instruction.

For traditional independent study, EC Section 51747(c) requires the provision of content aligned to grade level standards at a level of quality substantially equivalent to in-person instruction. For high schools, this includes access to all courses offered by the local educational agency for graduation and approved by the University of California or the California State University as creditable under the a-g admissions criteria.

Pupils who take courses via independent study are not to be viewed as having had a different or inferior course of study.

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University of California A-G Policy for Nonclassroom-based Independent Study Schools

Can schools offer University of California-approved courses to high school pupils via independent study?

1. The University of California has adopted a policy for submission of independent study courses for approval under the University of California a-g subject requirements (courses required for University of California/California State University admissions). The policy applies to schools in which at least half of the pupils receive 80 percent of their instruction off campus (i.e., pupils receive less than 6 hours of instruction on campus each week).

2. For purposes of meeting University of California/California State University entrance requirements, University of California honors approved online courses through the principal certification process. For more information, refer to the CDE Graduation Requirements web page.

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Work Samples

What are the rules about keeping samples of pupil work? (Updated 01-Jul-2022)

1. According to 5 CCR Section 11703(b)(3), records shall include ... A file of all agreements, supplemental agreements, and representative samples of each pupil's work products. LEAs are not required to sign and date pupil work products when assessing time value for apportionment. EC Section 51747.5(e)

2. According to 5 CCR Section 11703(b)(3), the samples must be representative, but leaves it to the district to determine what is representative. Work sample practices should be consistent among teachers within the district.

Independent study supervising teachers select samples of pupil work to be kept in the audit file as required.

Local authorities should set rules for work sample selection related to frequency and the number of samples by subject or unit of work.

Representative samples of pupil work are required for the audit trail.

3. The California Education Audit Appeals Panel Guide for Annual Audits of K-12 Local Education Agencies and State Compliance Reporting is silent on the number of work samples that must be kept for independent study. LEA's shall determine the number of samples appropriate to reflect a representative sample. In Section D, auditors are directed to, "Verify that the pupil work product samples are related to the assignment pursuant to which the work was undertaken and reflect the curriculum adopted by the local governing board and not an alternative curriculum." In Section CC, auditors are directed to, "Verify that pupil work samples have been retained in the file."

4. Most administrators recommend that teachers collect at least some samples early in the semester so that they will have samples for each pupil, in the event that some pupils leave before the end of the semester (and thus possibly before work samples have been collected for them).

5. Work samples shall include assigned work to learn the concepts, and not quizzes and tests.

6. LEAs shall verify that written or computer-based evidence of satisfactory educational progress was retained for each course and pupil. At a minimum, this evidence shall include a grade book or summary document that, for each course, lists all assignments, examinations, and associated grades.

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Subgroup Populations

Adults
Native American Pupils
Emancipated Minors
Expelled or Suspended Pupils
Pupils Experiencing Homelessness
Pupils in Foster Care
Pupils Requiring Mental Health Supports
Special Education

Adults
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Native American Pupils
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Emancipated Minors
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Expelled or Suspended Pupils

Are expelled or suspended pupils allowed to be served via independent study?

EC Section 48916.1(a) states, "At the time an expulsion of a pupil is ordered, the governing board of the school district shall ensure that an educational program is provided to the pupil who is subject to the expulsion order for the period of the expulsion."

Districts should be aware of the following:

The district is responsible for providing the educational program.

The district may refer pupils to educational services provided by the county office of education program.

The mandated education program should be responsive to the abilities and needs of the pupil. For independent study to meet this criterion, the pupil should be considered capable of learning independently. Also, the pupil's instructional program should be able to address needs for learning related to the behavioral issues that led to the expulsion.

The pupil shall not be required to participate in independent study, rather it shall always be voluntary. A pupil would have to agree to receive instruction through independent study.

Suspended Pupils

Suspended pupils may take courses via independent study only if the pupil is offered the alternative of classroom instruction ( EC Section 51747[g][8]). Since independent study must be continuously voluntary (5 CCR Section 11700[d][2]), schools may not assign suspended pupils to take courses via independent study.

Pupils may be assigned to a supervised suspension classroom, also known as in-school suspension. Pupils in supervised suspension classrooms are enrolled in their regular schools, just as all suspended pupils are enrolled in their regular schools, if they pose no imminent danger or threat to the campus, pupils, or staff, or if an action to expel the pupil has not been initiated.

The supervised suspension classroom is similar to independent study in that the teacher promotes the independent completion of work and tests missed by the pupil because the pupil is not in a regular classroom. Pupils in supervised suspension classrooms must have access to appropriate counseling services. Districts can claim ADA credit for pupils in supervised suspension classrooms, as provided in EC Section 48911.1.

Suspended Expulsions

If the district suspends the enforcement of an expulsion order ( EC Section 48917), the district may enroll the pupil in independent study if the pupil has the option of classroom instruction. If the parent or guardian insists on classroom instruction, the district must provide it.

The option for classroom instruction must be noted in the independent study agreement. Independent study may be deemed appropriate for the rehabilitation of the pupil, and the parent's or guardian's involvement in the rehabilitation program may be specified in the pupil's rehabilitation program. If the parent or guardian insists on classroom instruction for a pupil whose expulsion order has been suspended, the district must provide it. The law regarding suspended orders of expulsion is EC Section 48917.

Pupils who were not expelled for offenses listed in EC Section 48915 may be served via independent study.

Other expelled pupils whose expulsions are suspended and who continue to be enrolled by the district may be enrolled in other types of schools that may legally provide instruction through independent study.

Fully Expelled Pupils

Pupils who are fully expelled from a district may not generate ADA for any district program, including independent study. EC Section 48925(b)

A full expulsion is defined in EC Section 48925(b) as "removal of a pupil from (1) the immediate supervision and control, or (2) the general supervision, of school personnel, as those terms are used in Section 46300." EC Section 46300 defines the method of computing ADA and specifically prohibits districts from collecting apportionment for fully expelled pupils in independent study. Districts may refer such pupils to county programs for expelled pupils if programs are available.

Independent study may not be used in a community day school per EC Section 48663(d). Pupils who were fully expelled for violations per EC Section 48915(a) or (c) are limited to community day school enrollment within a school district and cannot participate in independent study.

Pupils who were not expelled for offenses listed in EC Section 48915 may be served via independent study.

Pupils expelled for any reason who are enrolled in a county community school may be provided instruction through independent study, so long as it is voluntary.

For charter schools, the procedures for suspending or expelling pupils must be described in a charter school petition per EC Section 47605(c)(5)(J).

For more information about expulsions and suspensions, please contact the Educational Options Office, Child Welfare and Attendance Services by email at cwa@cde.ca.gov.

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Pupils Experiencing Homelessness
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Pupils in Foster Care
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Pupils Requiring Mental Health Supports

1. Can pupils receiving medical treatment or mental health care participate in independent study?

Yes. Pupils that meet the definition provided in EC Section 51747(i) who are enrolled in a comprehensive school for classroom-based instruction and under the care of licensed professionals due to necessary medical treatment or inpatient treatment for mental health care or substance abuse may participate in independent study.

The long-term independent study requirements (tiered reengagement, synchronous instruction, and option to transfer back within five days) shall not apply under these circumstances.

LEAs shall obtain evidence from the appropriately licensed professional(s) of the need for the pupil's independent study participation.

2. Can a pupil receive mental health supports through the LEA, while participating in independent study?

Yes. Pursuant to EC sections 51747(g)(7) and 51749.6(a)(5), the pupil's independent study agreement shall include a statement indicating the academic and other supports to address the needs of pupils who are not performing at grade level, or who need support in other areas, including mental health supports.

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Special Education
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Last Reviewed: Friday, September 23, 2022

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Independent Study Frequently Asked Questions

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Frequently asked questions (FAQs) and answers pertaining to independent study.

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Independent Study Modalities - Independent Study (CA Dept of Education)

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1. Are English learners eligible to participate in independent study?

Yes. A local educational agency may offer independent study to meet the educational needs of students, including English learners, in accordance with Education Code sections 51744-51749.6.

2. Is designated English language development (ELD) instruction required for English learners participating in an independent study program?

Yes. English learners must receive designated and integrated ELD as part of their educational curriculum (Title 5 California Code of Regulations Section 11309). For English learners participating in an independent study program, the local educational agency is required to maintain a current written agreement for each independent study student that includes a statement detailing the academic and other supports which will be provided to address the needs of English learners ( Education Code sections 51747 [g][7]; 51749.6[a][5]).

3. Is designated ELD required as a part of the regular school day?

Yes. Title 5 California Code of Regulations Section 11300(a) states that designated ELD is "instruction provided during a time set aside in the regular school day...". Designated ELD is part of the core curriculum for an English learner, which is taught during an instructional day. Independent study courses are to be of the same rigor, educational quality, and intellectual challenge substantially equivalent to in-person instruction and equivalent classroom-based courses and shall be aligned to all relevant local and state content standards ( Education Code sections 51747[c]; 51749.5 [a][4][A]).

For additional information, see What information should be included in the written agreement addressing the needs of pupils not performing at grade level or requiring other supports?

4. Is there a minimum number of minutes required for ELD instruction for a student doing independent study?

No. Although there is no minimum number of minutes of ELD instruction required, ELD is a required course of study for all English learners and instruction is to be provided according to the student's need and proficiency level. Whether in person or as part of independent study, best practices would be to provide ELD as any other core subject matter and given sufficient time for students to make progress toward English proficiency.

5. Is a certificated independent study teacher required to have an English learner authorization to provide instruction to English learners?

6. How can educators ensure equity of access for English learners who receive ELD instruction through independent study?

The independent study option is to be substantially equivalent in quality and intellectual challenge as in-person instruction. Students who choose independent study are to have the same access to all existing services and resources in the school in which the student is enrolled as is available to all other students in the school ( Education Code sections 51746, 51747[c], 51749.5[a][4][A]; Title 5 California Code of Regulations Section 11701.5).

Some strategies to accomplish this include:

Provide a designated time for designated and integrated ELD instruction within remote instruction, in-person instruction, or an independent study schedule for English learners.

Emphasize the importance of building scaffolds to continue providing integrated ELD within core subjects.

Consider a hybrid model for at-home learning (virtual learning along with assignment packets or work).

Provide guidance on how and where to secure internet access.

7. Is there a specific curriculum required for designated and integrated ELD instruction in an independent study program?

No. Local educational agencies have the flexibility to determine the curriculum used for ELD instruction. The curriculum must be aligned to the California English Language Development Standards ( CA ELD Standards). Recommendations for selecting an ELD curriculum of various curricula include:

Identify materials (sets of student text books, workbooks, etc.) to be used and/or send home.

Determine if the current curriculum has a digital designated and integrated ELD component.

Consider digital subscriptions the district may already have and make those available.

Contact publishers and vendors regarding available components that support virtual learning or an independent study program.

8. How can teachers effectively provide designated and integrated ELD instruction as part of independent study?

Teachers use the California English Language Development Standards ( CA ELD Standards) to help guide the development of designated and integrated ELD instruction and instructional material ( Education Code Section 60811). Specifically, pages 18-24 (Proficiency Level Descriptors) in the CA ELD Standards may be helpful. The CA ELD Standards are available on the California Department of Education (CDE) ELD Standards web page. Also, see question 6, above.

Independent study information, resources, and FAQs are available on the CDE Independent Study web page. Considerations for English learners provided on the CDE Distance Learning Considerations web page may be referenced for implementing ELD instruction through independent study. Additional independent study resources may be available through your local county office of education, local educational agency, or community partners.

9. May ELD instruction be taught through synchronous instruction in an independent study program?

Yes. How a local educational agency (LEA) provides ELD instruction in an independent study setting is a local decision. For kindergarten and grades 1 to 3, LEAs must have a plan to provide opportunities for daily synchronous instruction throughout the school year. For grades 4 to 8, LEAs must have a plan to provide for both daily live interaction and weekly synchronous instruction throughout the school year. For grades 9 to 12, LEAs must have a plan to provide weekly synchronous instruction throughout the school year ( Education Code sections 51747[e]; 51749.5[a][4][C]).

Questions: Language Policy and Leadership Office | 916-319-0845

Last Reviewed: Tuesday, April 29, 2025

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English Learners Independent Study FAQs - Multilingual Learners (CA Dept of Education)

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Responses to frequently asked questions (FAQs) regarding English learners participating in an independent study program.

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The Most Frequently Asked Questions on the Education Rights of Children and Youth in Homeless Situations

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McKinney-Vento - National Center for Homeless Education

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This two-page profile provides an overview of the U.S. Department of Education's federal Education for Homeless Children and Youth (EHCY) Program. Topics include: A Brief History of The McKinney-Vento Act; Rights of Eligible Children and Youth; Funding History; Funding for States and School Districts; Program Administrative Structure; Homeless Student Enrollment Data; National Homeless Student Academic Performance Data; Interagency Collaboration; and Program Contact Information.Download the EHCY federal program profile.

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Charter SELPA - Credential Permits and Waivers FAQ

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The following FAQ addresses some common questions from the field regarding available credential waivers and permits authorized by the California Commission on Teacher Credentialing (CTC) and California Department of Education (CDE) for use in situations where an LEA experiences an unexpected teacher vacancy. The information contained in this FAQ is an overview of current CTC guidance, permit leaflets, and available resources. For more information on any of the referenced permits or waivers, visit the following websites:

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Common Core Connector Standards/ Essential Understandings

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Common Core Connector Standards/ Essential Understandings

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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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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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Boost reading and writing confidence across all types of content and devices, in class, at work, and at home.

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Virtual Learning Accommodation & Modification Options

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Virtual Learning Accommodation & Modification Options

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Start measuring progress now. No strings attached. No credit card required.
Get Started Now
Teacher Deluxe

Start using the full version now. Only $49.99 per year! Restricted to 200 students / one teacher per building. (If you exceed these numbers, check out the District version to better meet your needs!)

Subscribe Now

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Start measuring progress now. No strings attached. No credit card required. Get Started Now Start using the full version now. Only $49.99 per year! Restricted to 200 students / one teacher per building. (If you exceed these numbers, check out the District version to better meet your needs!) Subscribe Now