Charter SELPA - Independent Study-Understanding Independent Study

Independent Study-Understanding Independent Study

Definition and Models of Independent Study

Independent study aims to provide a voluntary, alternative education program available to all students across all grade levels. Independent study programs, including virtual, hybrid, and homeschool programs, use alternative instructional strategies to meet individual student needs and learning styles while following the Local Education Agency (LEA)/district-adopted curriculum standards and graduation requirements. According to the California Department of Education (CDE), students may participate in independent study through a range of quality educational options that include classroom-based, hybrid, and non-classroom-based virtual programs. To meet the diverse needs of their student populations, LEAs are encouraged to offer multiple independent study models (EDC §51744), supporting both improved academic outcomes and enrollment flexibility. Independent study charter schools have the same obligations as other LEAs to provide thoughtful individualized programs for students with disabilities.

Instructional Independent Study Models:

Asynchronous Learning

Students access pre-recorded lessons or materials on their own time
Flexibility in pacing and schedule
Examples: Video lectures, online modules, or self-paced assignments

Students with Disabilities: Asynchronous Instruction Considerations

Be thoughtful about what constitutes asynchronous instruction in your program. For example, giving a student a work packet to complete independently as Specialized Academic Instruction (SAI) services would be problematic because it lacks the key elements of direct instruction and individualized feedback. These are crucial parts of SAI, which provides responsive support to students with disabilities. Without those elements, asynchronous instruction may not lead to the meaningful progress required by Endrew F. and IDEA. Therefore, tracking asynchronous instruction as a "service" is not appropriate unless it's part of a more individualized strategy that includes direct, tailored support aligned with the student's IEP goals.

Synchronous Learning

Live instruction with set class times via platforms such as Zoom or Google Meet
Students interact in real-time with the teacher and peers

1:1, small group, or whole group for students with and without disabilities

Often used for subjects that benefit from direct instruction
For special education service delivery, education specialists and providers can “push in” to virtual classrooms to provide instruction

Parent/Student Choice in Curriculum

Parents or students select from a variety of curriculum options approved by the school

A “forced choice” approach with parents and/or students may help curb options that are not appropriately aligned with grade-level state standards

Individualized to student needs and preferences
May involve a variety of publishers, learning platforms, or instructional styles

Hybrid Model (Blended Learning)

A combination of both asynchronous and synchronous learning
Typically offers in-person instructional opportunities for students
Students may attend live sessions for some subjects while completing others at their own pace
Flexibility is given for in-person attendance and participation
For special education service delivery, the IEP team will need to consider whether the student will need to receive services in-person vs. virtually

Teacher-Led Virtual Instruction

Teachers provide direct instruction via an online platform, simulating a traditional classroom environment
Students log in to interact with the teacher in real-time
Often paired with office hours or support for one-on-one assistance

Live Instruction from Traditional In-Person Classrooms

Students log into live-streamed classes from physical schools
Real-time participation with both virtual and in-person students
Allows for a closer connection to traditional classroom dynamics

Project-Based Learning (PBL) Model

Students complete real-world, hands-on projects
Can be completed asynchronously or blended with synchronous check-ins for progress and feedback
Emphasizes collaboration, planning, critical thinking, and application of skills

Modular Learning

Students progress through specific modules or units of study
Often self-paced with clear objectives and assessments at the end of each module
Can combine online lessons, readings, and interactive assessments
Can be supplemented with teacher-created activities or assessments

Enrichment-Focused Programs

Supplementary programs focusing on electives, extracurriculars, or specialized subjects
Often optional and available alongside the core curriculum
Can be live, recorded, or parent-led

Competency-Based Learning

Progress is based on mastering skills or concepts rather than time spent on a subject or raw assessment scores
Allows students to move at their own pace, advancing as they demonstrate understanding

Mentor-Led Independent Study

Students work with a mentor or teacher on personalized learning plans
Mentorship focuses on goals, progress, and individual feedback
Can include various learning methods (asynchronous, synchronous, or hybrid)

Supplemental Online Platforms

Use of educational technology platforms to complement existing instruction
May include adaptive learning tools, online simulations, or gamified learning experiences
Students access additional resources beyond their main curriculum

Compliance Requirements and Recent Legislative Changes

An Independent Study Written Agreement must be completed for each independent study student. The Independent Study Written Agreement outlines the course of study and must be agreed upon by the student, parent/caregiver/guardian, supervising teacher, and any other assisting person(s) responsible for the student’s program. As applicable, the certificated education specialist designated as responsible for the student's special education programming shall also sign the written agreement.

For more information about the required elements of the Independent Study Written Agreement, please visit the California Department of Education’s Independent Study Guide.

California Senate Bill 153 & Independent Study Changes 2024

(School Services of California Inc. provided summary below):

For traditional and course-based independent study programs, these changes increase the duration a student can participate in short-term independent study to 15 days or fewer and the duration of long-term independent study to 16 days or more, cumulatively.

Authorizes local educational agencies (LEAs) to collect written agreements at any time during the school year in which a student participates in short-term independent study and retains current law requiring that written agreements be collected before the commencement of the student’s long-term independent study program

Expands pupil work product, for purposes of general ADA, to include the daily time value spent by a pupil engaged in asynchronous instruction, regardless of whether work product is produced, if the computer program documents student participation, and requires LEAs to maintain documentation of each hour or fraction thereof of work product and the time the pupil was engaged in asynchronous instruction

For more information on traditional vs. course-based independent study programs, please visit the California Department of Education’s Independent Study Modalities.

Additional Independent Study Compliance Considerations

NOTE: LEAs and school districts offering independent study programs or courses can provide short-term or long-term independent study for students with temporary or ongoing circumstances such as traveling or needing to work. However, this guide provides information for charter LEAs that exclusively offer independent study as their program setting.

LEAs and school districts’ board-approved policies on Independent Study and written agreements with independent study students are conditions of funding. Therefore, EDCOE Charter SELPA encourages LEAs to look at their policies and agreements and, to the extent that they include any of the provisions that have been changed due to the signing of SB 153, update them immediately.

LEAs and school districts should be aware of requirements related to tiered re-engagement and synchronous instruction for students in independent study programs, especially for students not progressing academically or who are absent without valid excuse for a specified number of days. This is particularly relevant for students with disabilities to ensure early intervention and support.

Students with Disabilities and Participation in Independent Study

Students with disabilities may participate in traditional and course-based independent study programs if their individualized education programs (IEP) specifically provide for such instruction. For students with special education services, the IEP team must determine whether independent study is appropriate within 30 days of the request and document it in the IEP prior to initiating it.

NOTE: The IEP team may not decline a student’s request for independent study based on the student’s inability to work independently, the need for adult support, or the need for special education or related services (EDC §51745 (c)). The offer of special education and related services must continue to be based on student need while enrolled in the independent study program and must not be decreased based solely on the availability of student, staff, and/or resources.

The IEP must specify the appropriate content under the Individuals with Disabilities Education Act (IDEA) 34 Code of Federal Regulations (CFR) 300.302, including:

The percentage of time the student will participate in independent study (for students participating on a temporary or course-based basis).
The percentage of time to be spent in regular education, if any.
The percentage of time the student will receive special education services.
Discussions of the placement options and supports considered in developing an independent study program for a student receiving special education services.
The academic goals and services that are unique to the needs of the student receiving special education services.
The accommodations and related services needed to maximize access in an independent study placement.
A plan that outlines the course of study as it relates to the independent study curriculum.

Benefits and Challenges of Independent Study

Independent study charter programs can offer significant benefits, especially for students with disabilities:

Student learning (instruction and assessment) can be tailored to individual interests and strengths
Students can work more at their own pace
Important life skills can be developed in this setting, like self-motivation, time management and responsibility
May be ideal for students who need alternative learning environments due to medical needs, anxiety, or other personal circumstances
Family involvement is often higher when students are engaged in this setting
The flexibility to combine instruction with unique learning opportunities such as dual enrollment, community projects, or work-based learning

Independent study charter programs can also come with challenges, especially for students with unique needs:

Students with limited executive functioning skills, like the ability to stay organized and self-start, may struggle with engagement
Students with mental health disabilities may actually experience increased anxiety or depression due to the risk of social isolation
Families are asked to support their child’s education and social progress in a more intensive way
LEAs may need to assist families with resources such as reliable internet or technology for students to be able to access instruction and services
LEAs must be ready to address learning gaps and credit deficiency while maintaining state standard-aligned curriculum, and putting necessary supports in place for students to make meaningful progress

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