Students with extensive support needs in special education often require tailored support and services to ensure access to an appropriate education. Independent study schools, including virtual, hybrid, and homeschool programs, present unique challenges and opportunities for these students, their families, and the school staff serving them. 

 

When a student with extensive support needs enrolls in a charter school, the responsibility for providing a Free Appropriate Public Education (FAPE) lies with the charter school—regardless of whether the school has prior experience serving students with significant, unique, or low-incidence needs. While independent study charter schools may implement unique instructional models, these models must not interfere with the school’s obligation to ensure that every student receives FAPE. Charter schools are required to offer a full continuum of special education services, which may include funding placements outside the school—such as a district-operated special day class, a nonpublic school, or a residential treatment center—if the IEP team determines that such a placement represents the student’s least restrictive environment (LRE) and the charter school does not offer an appropriate program or setting.

 

Students with extensive support needs often require significant accommodations, modifications, and related services to access their education. In an independent study setting, where instruction is largely individualized and often asynchronous, the challenges of providing these supports can be amplified. These students may rely on:

 

Providing an appropriate curriculum for students with extensive needs requires individualized planning to ensure that students can access and engage with academic content. The Individuals with Disabilities Education Act (IDEA) mandates that students with disabilities have access to the general education curriculum to the greatest extent possible (20 U.S.C. § 1412). It is also mandated that students with disabilities have access to grade-level standards even with a modified curriculum: “As explained in prior guidance, alternate academic achievement standards must be aligned with the State’s grade-level content standards. The standards must be clearly related to grade-level content, although they may be restricted in scope or complexity or take the form of introductory or pre-requisite skills.” - OSERS 2015 Dear Colleague Letter. For students with extensive needs, this often requires significant modification and/or accommodation.

 

• Individualized Education Programs (IEPs): The IEP is the foundation for determining the appropriate curriculum for each student. The IEP team must work collaboratively to ensure that the curriculum is accessible, aligned with the student's abilities, goals, and supports as outlined in their IEP, in compliance with California Education Code § 56345.
• Access to General Education Curriculum: For students with extensive needs, adaptations may be necessary to provide access to the general curriculum. This could include alternative materials, simplified content, or the use of assistive technology. Independent study programs should ensure that curriculum adaptations are aligned with the student’s IEP and are feasible in both virtual and in-person settings. Modifications to the curriculum can be made using Common Core Connector Standards/ Essential Understandings. If the IEP team determines that the use of an alternative curriculum is appropriate, ensure that it is aligned with the state’s grade-level content standards.
• Functional Skills Curriculum: In addition to academic content, students with extensive needs often require instruction in functional skills, including daily living, communication, and vocational skills. These skills are critical for promoting independence and must be integrated into the curriculum as outlined in the IEP. Virtual platforms can be used to simulate real-world tasks, while in-person sessions at learning centers or community-based instruction can provide practical application opportunities.
• Flexible Pacing and Delivery: Independent study programs must accommodate students who need more time or additional support to engage with the curriculum. This includes offering self-paced learning, one-on-one virtual instruction, and frequent check-ins to monitor progress and adjust the curriculum as needed.
• Emphasize a Collaborative Team Approach: Allow for staff planning time to collaborate and make the appropriate modifications for students ahead of lessons. Train, support, and utilize paraprofessionals to support students with completing assignments remotely, or while attending in-person locations. Address staffing needs by considering credentialing opportunities such as Bridge Authorization training to update teaching credentials or utilizing credential permits and waivers.
• Carefully Consider Transition to Adulthood: The IEP team should start by considering which diploma pathway is right for the student when making decisions around curriculum and courses.
• Always Consider LRE: While some students with extensive support needs may require heavily modified curriculum, they should be included in virtual or in-person learning sessions with their typical peers to the greatest extent possible. Co-teaching in either model may be one way to achieve inclusion and provide opportunities for these students to socially and academically engage with others.

• Complete Robust Assessments: Ensure that a recent Functional Behavior Assessment (FBA) and any other necessary assessments have been completed to provide the IEP team with clear data about the student’s current needs in the independent study environment. Consider conducting a new in-person or in-home FBA in order to determine the student’s behavior needs in the home learning environment.
• Behavior Intervention Plans (BIPs): For students whose behavior impedes learning, the IEP team should develop a Behavior Intervention Plan (BIP) as part of the student’s IEP. The BIP should include strategies for preventing challenging behaviors, teaching replacement behaviors, and providing positive reinforcement. In an independent study setting, these strategies must be adapted to virtual and in-person environments.
  • Adaptations to learning in the home environment may include:
    • Who will implement the plan in the home?
    • What training is needed for home caregivers/learning coaches and school staff in order to implement the BIP?
    • Will any school staff need to visit the home in order for successful implementation of the BIP to occur?
    • How will progress be monitored?
    • How will behavior issues be addressed during transportation to in-person learning opportunities, if the school includes these?
  • Consistency Across Settings: One of the challenges of independent study programs is ensuring consistency in behavior interventions across different settings (home, virtual, in-person). Collaboration between the school, parents, and caregivers is essential to ensure that behavior support strategies are implemented consistently.
  • Training for Staff and Families: Staff members, including general education teachers and support staff, must be trained in behavior management techniques that align with the student’s BIP. Additionally, parents and caregivers play a critical role in reinforcing positive behaviors at home, particularly for students in homeschool or hybrid models. Schools should provide training and resources to families to ensure they can support their child’s behavior plan effectively.
  • Monitoring and Adjusting Behavior Plans: Students who are newly enrolled with a BIP from a previous setting will require an IEP meeting to discuss and adjust the behavior plan and support for the new independent study program. IEP notes should clearly document the team discussion around any changes made. Regular communication between the IEP team, family, and school staff is essential to monitor the effectiveness of behavior interventions. Virtual meetings, progress reports, and frequent check-ins are necessary to assess whether the student’s behavior goals are being met and to make adjustments as needed. Track data across all relevant settings (home, virtual, in-person etc.) and train staff or parents who will gather and record data.
  • Consider Home Environmental Factors: These are common home environmental factors that may affect behavior and will need to be addressed in order for successful behavior intervention to occur.
    • Noisy environments that interrupt concentration
    • Distractions from siblings, pets, or others at home
    • Access to preferred activities that can distract work, such as video games, television, or non-school-related websites   
    • Lack of study space and adequate time to work.