Following are some approaches that California's districts and county offices of education are using to meet the federal requirement that all No Child Left Behind (NCLB) Act of 2001 core academic subjects be taught by teachers who have demonstrated subject matter competence. Federal law defines teacher requirements for NCLB Core Academic Subjects (California Education Code [EC] Section 47605[1]).
- The Specialized Teaching Approach
- The Collaborative Teaching Approach
- The Mixed Strategy Approach
- Approach for a Small Program within a Comprehensive High School
- Challenges
EC Section 44865 allows independent study teachers to teach any subject as long as that teacher has a valid California teaching credential. However, to be compliant with the federal "highly qualified" requirements, independent study teachers must also demonstrate “subject matter competency."
Charter school teachers of NCLB core academic subjects must meet all the NCLB requirements. Charters may decide, for credentialing purposes only, which subjects they will define as “noncore.”
In the approaches outlined below, the role of the supervising teacher is retained. However, in some of the independent study approaches used in California's secondary schools, individual teachers are no longer responsible for teaching all core academic subjects. In most cases, this means that an individual student is taught by more than one teacher, often receiving instruction for specialized subjects in small groups, classes, or lab settings. In all approaches, when existing staff are not able to offer the full range of academic courses, students may take needed classes at a community college, online, or at a comprehensive high school.
In the process of describing approaches to meeting the NCLB teacher requirements in a variety of independent study secondary settings throughout California, this document also provides a snapshot of various methods for delivering grade-level content via independent study. For an overview of the basic framework for a sound independent study approach, please review the Elements of Exemplary Independent Study.
Terminology
- NCLB core academic subjects are: (1) English/language arts/reading (including reading intervention and California High School Exit Exam [CAHSEE] English classes); (2) Mathematics (including mathematics intervention and CAHSEE mathematics classes); (3) Biological sciences; (4) Chemistry; (5) Geosciences; (6) Physics; (7) Social Science (history, government, economics, geography); (8) Foreign languages (specific); (9) Arts (includes drama/theater and dance); and (10) Music.
- Charter school noncore subjects: NCLB core academic subject definitions apply to charter and noncharter schools. However, EC Section 47605(l) states that "It is the intent of the Legislature that charter schools be given flexibility with regard to noncore, noncollege preparatory courses." According to page 13 in the NCLB Teacher Requirements Resource Guide (DOC; 304KB; 41pp.), "charters may decide, for credentialing purposes only, which courses they will define as 'noncore'."
- Master (written) agreement is a commonly used term referring to the legally-required Independent Study Written Agreement (EC Section 51747[a-c]). It often includes subsidiary documents that outline the course learning objectives, methods of evaluation, and other items stipulated in the local board policy and administrative regulations.
- Supervising teacher is the teacher who signs the Independent Study Written Agreement on the supervising teacher line and is responsible to record attendance, maintain regular contact with the student, collect work samples, and perform other duties as outlined in the district’s board policy or administrative regulations.
- Subject or specialty teachers may serve as supervising teachers, but also offer labs, classes, or workshops in the subject in which they hold a valid, subject-matter credential so that students receive instruction from highly qualified teachers in all NCLB core academic subjects.
The Specialized Teaching Approach
Students only take courses from teachers who have demonstrated subject matter competence in those courses. Schools vary in the number of courses that a student takes at a time and in the number of teachers that a student sees each week. Schools using the specialized teaching approach include:
Berkeley High School
Berkeley Unified School District, Alameda County
Lori O’Connor, Program Coordinator
510-644-8592
lori_oconnor@berkeley.k12.ca.us
- This is a program within a comprehensive high school that has a total enrollment of 3,473. Grades nine through twelve independent study enrollment is approximately 150.
- Students take a minimum of three, year-long courses in a semester (mathematics courses are taken for the whole year).
- Students have one half-hour per week with each of three or more teachers. Often teachers combine student appointment times to maximize teacher contact so that, for example, four students taking U.S. History could meet together with the teacher for two hours each week (combining four half-hour segments).
- Each subject teacher signs a course agreement (which supplements, and is incorporated into, the independent study written agreement) for the subject he or she teaches. The teacher is responsible for the paperwork for that subject.
- Courses are "blocked" (i.e., a student takes courses with the same teachers for an entire semester) to make scheduling less disruptive for students and teachers.
- All teachers hold single-subject credentials, and some teachers are NCLB-compliant in additional subjects as well. All teachers work under hourly contracts; a number of the teachers are part-time.
- Students have access to up to two classroom-based courses at the high school at any given time, for courses not offered through independent study.
North Monterey County Center for Independent Study
North Monterey County Unified School District, Monterey County
Ken Jordan, Principal
831-633-7050
kjordan@nmcusd.org
- This is a grades nine through twelve alternative school of choice with a total enrollment of 162. Independent study enrollment is 146.
- Students meet with their teacher once a week for one hour. Students in lab sciences are required to attend lab classes and complete all required laboratory projects.
- Teachers only teach core courses they are qualified in (single-subject credential, university major, California Subject Examinations for Teachers [CSET], or Supplemental Authorization Credential).
- All certificated staff members may teach elective courses. (Note: Teachers must be highly qualified for art, music, and drama).
Mt. Everest Academy
San Diego Unified School District, San Diego County
Mike Rood, Principal
858-496-8778
mrood@sandi.net
- This is a kindergarten through grade twelve alternative school of choice with a total enrollment of 210. All students use the independent study mode of delivery. Grades nine through twelve independent study enrollment is 112, and the following information is for the high school program.
- Students typically take six year-long courses and attend 90-minute study groups/classes on Tuesday, Wednesday, and Thursday, three periods per day.
- Students attend two 90-minute weekly science labs for biology, chemistry, and physics.
- Each subject teacher creates and signs a subsidiary course agreement for the subject he or she teaches. While the supervising teacher retains responsibility for attendance and the audit file, the subject teachers are responsible for weekly study groups/classes and academic evaluation in each subject.
- All subjects are taught by NCLB-compliant teachers.
- Supervising teachers are assigned by grade level to help with the continuity of content knowledge and the unique mile stones that come with each grade level.
- All secondary teachers have a single subject credential and are the content expert in their subject area.
- Students have access to an on-site computer lab with computer workshops offered each week, a fully stocked library, and a response to intervention program which includes CAHSEE support.
- Some of the specialty classes offered include instrumental music and jazz band, a variety of Honors and Advanced Placement (AP) courses, Spanish, and French.
- All secondary teachers supplement their weekly study groups/classes with interactive online assignments.
Pacific Coast High School
Orange County Department of Education, Orange County
Machele Kilgore, Principal
714-245-6504
machele_kilgore@access.k12.ca.us
- Pacific Coast High School (PCHS) is a high school within a kindergarten through grade twelve county community school with a total enrollment of 1,493. PCHS enrollment typically runs between 440 and 470.
- PCHS operates like a community college and offers a rigorous college preparation program. It has developed its own on-campus, online, and hybrid (combination of on-campus and online) courses using a semester syllabus. In addition to the community college format, PCHS offers additional formats to meet individual student needs: the traditional learning agreement format, a direct instruction format, and a credit recovery format.
- Typically, students take four to six courses at a time to complete 30 units each semester. Mathematics and foreign language courses are spread out over two semesters whereas other year-long courses can be completed in a semester. Generally, students take most of their courses at the same time—for example, most students take ten units of English in the fall semester and ten units of social studies in the spring.
- A faculty advisor is assigned to each student, and subject matter expert teachers are assigned to each course. Students interact with their faculty advisor as well as their individual course instructors on a weekly basis.
- The faculty advisor is the primary signature on the independent study written agreement; all other course instructors are supplementary signatures to the independent study written agreement.
- Teachers hold single-subject credentials and/or are “highly qualified” as individual course instructors who are responsible for teaching courses within their subject area expertise. Course instructors design their course(s), grade weekly assignments, and communicate weekly with each student enrolled in their course(s).
- Teachers are also faculty advisors (guidance support) for a roster of students.
- Teachers meet together weekly to discuss programs, students, and attendance.
- Each student is required to take a minimum of 20 units with PCHS, but for their additional credits they may also choose to take community college classes, Regional Occupational Program (ROP) classes, or private classes that may count toward graduation.
Orchard View Charter School
Twin Hills Union Elementary School District, Sonoma County
Carol Rogers, Co-director
707-823-4709
crogers@orchardviewschool.org
- This is a kindergarten through grade twelve independent study charter school with a total enrollment of 207. Grades nine through twelve enrollment is 94, and the following information is for the high school program.
- Students typically take six courses at a time to complete 30 units each semester.
- Students have the option of attending on-campus classes taught by Orchard View contracted teachers who are credentialed in that particular subject or, in some instances, by independent contractors with credentials in the specific subject.
- The schedule is similar to a junior college format where students come to campus at the time and days when their classes are being offered. Most classes meet twice a week for one and a half to two hours.
- The supervising teacher meets with the student on a weekly basis. A system of communication between supervising teachers and on-campus classroom teachers is in place. The supervising teacher is the primary signature on the independent study written agreement; all other course instructors are supplementary signatures to the independent study written agreement. Supervising teachers typically work across all grade levels and remain the supervisor throughout a student’s enrollment. All supervising teachers are credentialed employees of the district, members of the teachers association, and are paid on the district certificated salary schedule. All the supervising teachers have completed the 100 points required for the High Objective Uniform State Standard or Evaluation (HOUSSE) I Option for the core subjects they teach.
- On-campus class teachers evaluate work and assign grades for their particular courses. All other evaluations and grading is done by the supervising teacher.
- Mathematics and science tutorials and computer labs are also available.
- All district employee teachers are responsible for the development of an individualized plan for each of their 22 students. They meet with their students and parents on a regular basis to discuss education goals, plan and design instruction, review student work, assess student progress, and complete necessary documentation for independent study.
- All of the on-campus high school instructors have single-subject credentials or a university major in their subject areas.
- Community college classes are attended by 15–20 percent of the students to supplement their high school program.
- Community resources are used for the Acting Workshop (through the Sonoma County Repertoire Theater) and for Music Performance (through Great Burrows Studios).
Independence High School
Roseville Joint Union High School District, Placer County
Debbie Latteri, Principal
916-786-0793 x 1301
dlatteri@rjuhsd.k12.ca.us
- This is a grades nine through twelve alternative school of choice with a total enrollment of 246.
- Independence High School offers four different delivery systems, all with independent studies as the delivery foundation.
- Approximately ten percent of the students strictly take independent studies courses meeting one-on-one with a teacher for one hour per week.
- Forty percent of the students take small group classes for two to three hours per week in combination with independent studies assignments and supplemental materials online.
- Forty percent of the students take independent studies Blended Learning classes (taking a majority of their instruction online) and meet with a teacher once a week for formative and summative assessments, labs, and differentiated instruction.
- Ten percent of the students take mostly online classes but still take their labs and proctored summative tests on site.
- Students take three courses at a time. Mathematics, foreign language, and physical education are scheduled for an entire semester. Students can complete other courses at their own pace. When students finish one course, they are assigned another course with another teacher.
- Teachers who hold subject-specific credentials teach the nonlab part of the science courses. In addition, students are required to concurrently attend ten two-hour laboratory sessions.
- All teachers hold one or more single-subject credentials and/or are “highly qualified” within their subject area expertise. All blended learning and online teachers are certified to teach online.
- All teachers are part of a Professional Learning Community (PLC). PLCs meet in discipline specific teams one hour a week to review and revise common curriculum, write and revise common assessments, differentiate assignments and curriculum, gather and analyze testing data, and review best practices.
- Several honors and College Board approved AP courses are offered online (AP European History, AP U.S. History, AP American Government and Politics, AP Macroeconomics, AP Psychology, Physics, Driver Education, Music Appreciation, Psychology, and Sociology) with more courses in development.
- Students who test far below basic on the California Standards Tests (CSTs) are not allowed to enter independent study; students who test far below basic while attending Independence High School are not allowed to reenroll in independent study. Students testing below basic must attend a two-hour per week Academic Literacy support class until they demonstrate improvement on the next CST.
Horizon School
Desert Sands Unified School District, Riverside County
Harry Munoz, Principal
760-238-9720
harry.munoz@dsusd.us
- This is a kindergarten through grade twelve school with a total enrollment of 435. Grades nine through twelve independent study enrollment is 332, and the following information is for the high school program.
- Students take six courses at a time from six teachers. One of these teachers is designated the student’s supervising teacher and has certain duties, such as calculating the average daily attendance for the student.
- Students come in on their designated day and see all their teachers during that day.
- Teachers are only hired to teach in their credentialed areas.
- The school is developing and buying online courses.
Cold Stream Alternative
Tahoe Truckee Joint Unified School District, Placer County
Jane Loomis, Principal
530-582-2640
jloomis@ttusd.org
- This is a grades nine through twelve alternative school of choice with a reported enrollment of 35 (enrollment fluctuates throughout the year with pressure for services heavier at second semester for students involved in competitive skiing programs). All students use the independent study mode of delivery. The school serves students in Placer, El Dorado, and Nevada counties.
- The school has 2.5 full-time equivalent teachers who teach all subjects including English-language arts, U.S. and modern world history, American government, economics, mathematics (business mathematics, basic mathematics, pre-algebra, Algebra 1 and 2, geometry, trigonometry/pre-calculus, and calculus including a mathematics-based physics), sciences (earth sciences, biology, and chemistry), health, electives, and vocational education.
- Students are enrolled in six or more courses including college courses each semester or a minimum of four classes at one time.
- Students meet with their teachers a minimum of once a week. Every student meets individually with each core teacher to review their work in-depth and to test. Additional meetings are required for students needing science lab work, mathematics and English tutoring, and/or time to do retesting. Study halls are open to students every day. Students sign in and out and receive elective credit for attendance.
- For students enrolled into the college fast-track program, time is built into their scheduled weekly meeting to review their progress, homework, and grades with all teachers for all subjects. This is a requirement.
- The school board equal access policy allows alternative education students the opportunity to participate in extracurricular activities, sports, elective courses, AP courses, and college preparation courses not offered at the site.
- The school offers online classes through Apex Learning. Students can take core classes in all subject areas, including AP courses. Their progress in monitored by a highly qualified teacher who is credentialed in that subject area.
- Students may also attend the local community college to take AP courses in lieu of attending the comprehensive high school. Textbooks are provided by the school.
- In addition, a school counselor is available and a school-to-career community liaison is available for post-secondary preparation for juniors and seniors.
Tamiscal Independent Study High School
Tamalpais Union High School District, Marin County
Corbett Elsen, Principal
415-945-3751
celsen@tamdistrict.org
- This is a grades nine through twelve alternative school of choice with total enrollment of 109. Full-time independent study enrollment is typically 85 students; part-time independent study enrollment is 24.
- Students must show evidence of the ability to be successful in an independent study program. Evidence may include previous independent study transcripts, recommendations from teachers or counselors, grades, and test scores. Most students are referred by their comprehensive school, submit an essay explaining their reasoning for wanting to enroll, and go through a paper screening. Students who pass the paper screening have an hour-long interview with the principal and counselor and, if successful, are enrolled. Students must be on track for a timely graduation when they enroll.
- Each semester, students are enrolled in core classes and up to two electives with their supervising teachers.
- Students take mathematics and science in small group classes (usually 6 to 12 students). Mathematics meets for one hour early in the week and again for an hour-long question-and-answer session later in the week. Science classes meet for a two-hour block which accommodates all lab work.
- Spanish is offered as an elective in a two-hour block once per week.
- Teachers only teach courses they are qualified to teach as per NCLB requirements.
- School resources include:
- Library/quiet study room supervised by a tutor four days a week (12 computer terminals)
- Therapist two hours per week
- College and career specialist
- Full kitchen/multi-purpose room with six additional computer terminals
- Wi-Fi throughout the campus
- Ceramics and photography elective after hours at a neighboring school (same district); art introduction course (graduation requirement) on campus
- Frequent field trips
- Curriculum-related films at a local theater
- AP courses as student demand warrants (usually literature and composition)
- Access to courses and activities at the comprehensive schools
- Mandated, supervised independent study for students who fall behind
The Collaborative Teaching Approach
Students continue to see a supervising teacher for all subjects, but for core subjects in which their supervising teacher is not NCLB-compliant, students also see another teacher who is the teacher of record for those subjects. The teacher of record is NCLB-compliant and sees students for group sessions and labs, tutoring, and assessments in core subjects. All teachers are NCLB-compliant in at least one core subject. The following school uses the collaborative teaching approach:
Wilson School
Santa Clara Unified School District, Santa Clara County
Daniene Marciano, Principa
408-423-3600
dmarciano@scusd.net
- This is a kindergarten through grade twelve alternative school of choice with a total enrollment of 416. Grades nine through twelve independent study enrollment is 294, and the following information is for the high school program.
- This school is developing and implementing a teaching model where:
- All teachers have demonstrated subject matter competence in at least one core subject.
- Each teacher is the supervising teacher for his or her assigned students for five to six subjects. The supervising teacher meets with students on his or her case load weekly and gives weekly assignments to those students, but is the teacher of record only for the subjects in which he or she has demonstrated subject matter expertise.
- As a teacher of record for the subject(s) in which he or she has demonstrated subject matter expertise, a teacher:
- Develops the curriculum, materials, and exams for the subject(s).
- Serves on the district's subject matter committee for the subject(s).
- Provides group sessions and labs at key points in the course.
- Provides tutoring to students as needed.
- Gives the end-of-course exams and course grades.
- Serves as a resource to other teachers.
- Mathematics, science, social studies, Spanish, and technology labs are available.
- Students also have access to community college classes, the regional occupational center, and classes at the comprehensive high school.
The Mixed Strategy Approach
Schools use different delivery structures for different students depending on student need. Students may work with one or a number of teachers at a time, and delivery options may include classes, labs, grouping students for instruction, and one-on-one meetings. Schools using the mixed strategy teaching approach include:
Davis School for Independent Study
Davis Joint Unified School District, Yolo County
Kimberley Wallace, Principal
530-757-5333 ext 153
kwallace@djusd.k12.ca.us
- This is a kindergarten through grade twelve alternative school of choice with a total enrollment of 174. Grades nine through twelve independent study enrollment is approximately 100, and the following information is for the high school program.
- Supervising teachers have demonstrated subject matter competence in all core academic subject areas except foreign language, and some students only see their supervising teacher.
- Students wishing to meet the University of California/California State University (UC/CSU), a-g subject area requirements also attend classes.
- For English and social studies courses, students have access to a one-hour per week advisory office hour to help fulfill the requirements for student-teacher interaction set forth by the UC/CSU, a-g policy for independent study. This class provides an opportunity for students to meet with a teacher who has subject matter competence in a particular a-g course.
- For visual and performing arts, foreign language, higher level mathematics, and laboratory science, students attend small group classes taught exclusively by DSIS single-subject credentialed teachers. Other small group elective classes are taught by teachers who have demonstrated subject matter competence. The small group classes meet anywhere from one to three times a week with an enrollment ranging from 5 to 15 students.
- Where subject matter experts are not available on staff, students can access courses:
- Through other institutions via online courses
- At the comprehensive high school
- At a community college or the university
Summit View School
Riverside Unified School District, Riverside County
David Haglund, Principal
951-276-7670
dhaglund@rusd.k12.ca.us
- Summit View shares its campus with a continuation high school, the Riverside Virtual School, and an opportunity program using common curriculum, facilities, and some of the same staff. Summit View serves students in grades one through grade twelve with a total enrollment of 923 (870 in grades nine through twelve) but with a peak enrollment of 1,231. The following information is for the high school programs.
- Though all Summit View teachers are NCLB-compliant, and certified to teach English learners, the staff developed a hybrid system of traditional and lab-based instruction.
- Except for lab sciences and Algebra-and-above mathematics courses, the traditional format centers on a weekly one-hour conference in addition to voluntary attendance in computer and tutoring labs.
- Lab sciences (Biology, Physics, and Earth Science) and Algebra-and-above mathematics courses require a two-hour conference and mandatory two-hour labs.
- The most recent development is the addition of the Riverside Virtual School online courses, which provide access to Honors and AP courses.
- Typically students take two to three courses at a time, completing six courses each semester.
- Additional labs and workshops include:
- English/Writing Lab: Students may get help from a credentialed teacher for reading and writing in any subject area.
- Mathematics Lab: Students may drop in for extra support provided by teachers and instructional aides.
- Social Studies Lab: Students may get help from a credentialed teacher in any social studies course.
- Intensive Intervention Workshops are available for students who are identified as being severely deficient in basic skills.
- Scholastic Read 180: Students identified with reading deficiencies are referred to this program and attend four 120-minute sessions each week.
- Strategic Intervention Workshops: Students identified as being close to passing the CAHSEE may attend intensive, five-week courses tailored to their specific needs as identified by previous test results and an on-site assessment. Students are targeted based on the grades being tested on the next CAHSEE administration.
- Teachers have either single-subject or multiple-subject credentials, but all are English Learner/Crosscultural, Language, and Academic Development (EL/CLAD) certified and NCLB-compliant through the HOUSSE or the Verification Process for Specialized Settings (DOC; 205KB; 33pp.) process. Some teachers teach only the subjects in which they are credentialed; other teachers teach all subjects.
- Students who need classes that Summit View does not offer may take those classes at their referral school, The Riverside Virtual School, or the local community college while attending Summit View.
- Students have access to additional resources including:
- English Learner Office staffed by several aides and a teacher-on-special assignment.
- Counseling Office/Study Hall staffed by two counselors and two clerical staff members.
- Riverside Virtual School (Outside Source)
- Riverside Unified School District’s Student Support (Outside Source), with approximately 360 video and PowerPoint tutorials.
- Technology Resource Center with 18 computer stations used for direct instruction lessons incorporating technology, and the Digital Resource Center with 36 computer stations for students to do research and word processing.
North State Independence High School
Shasta Union High School District, Shasta County
Guy Malain, Principal
530-245-2760
gmalain@suhsd.net
- This is a grades nine through twelve alternative school of choice with a total enrollment of 234. Independent study enrollment is 212.
- Most students see one supervising teacher for English, social science, and electives.
- Other subjects/courses are called “augmented classes.” Augmented classes in core subjects are taught exclusively by NCLB-compliant subject matter experts.
- Classes are offered in a master schedule that allows students to select the day and time of attendance.
- Classes are one and one-half hours long with an average size of seven students.
- Most students attend school between four and one-half to seven and one-half hours per week.
- All teachers have demonstrated subject matter competence in at least one subject and most are NCLB-compliant in multiple subjects.
- The supervising teacher is responsible for reporting attendance and maintaining the audit file for the student.
- The augmented class teacher assigns grades and provides work samples to the supervising teacher.
- When subject matter experts are not on staff, students access courses:
- At a comprehensive high school (two periods maximum).
- At a community college.
- Students also have access to online courses.
Approach for a Small Program within a Comprehensive High School
The independent study teacher or teachers teach courses in which they are NCLB-compliant and recruit classroom-based or retired teachers who are NCLB-compliant to teach other courses on a part-time basis. Students take core courses that cannot be offered through independent study either in the classroom or through other institutions.
In this composite approach:
- Independent study teachers teach those courses in which they have demonstrated subject matter competence.
- For subjects where no independent study teacher is NCLB-compliant, classroom-based teachers may be recruited to teach courses through independent study as "extra duty" after regular school hours or in return for release from classroom teaching duties. (In some cases, NCLB-compliant retired teachers may be recruited to teach certain subjects.)
- Independent study teachers may teach some classroom-based courses in return for the classroom-based teachers teaching some independent study courses, in their areas of demonstrated subject matter competence.
- Individual teachers may be working to further develop subject matter expertise so that they can become NCLB-compliant in additional subjects.
- Students may also take some courses in the classroom, online, or at the community college or university.
Challenges
- Preserving the essential component of close student-teacher relationships.
- Resources:
- Finding space to run small group sessions and labs.
- Finding additional teaching staff with expertise in subject areas not currently covered by existing staff.
- Scheduling:
- Scheduling courses with multiple teachers.
- Finding options that fit students’ schedule constraints.
- Finding other options for students to take core courses not available through independent study (e.g., comprehensive high school, community colleges, and online).
Resources
- NCLB Teacher Requirements Resource Guide (DOC; 304KB; 41pp.)
Provides detailed information about the NCLB teacher requirements. - California’s Verification Process for Special Settings (VPSS) — Subject Matter Verification Process For Middle and High School Level Teachers in Special Settings (DOC; 203KB; 33pp.)
Outlines program requirements that provide advanced certification for teachers in specialized settings.
