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Traditional IS Ratio Calculations Instructions

Local educational agency-wide traditional independent study (IS) ratio calculations instructions for fiscal year 2015–16.
Traditional Independent Study Ratio Calculations Instructions
Local Educational Agency-wide Ratio Calculations
For Fiscal Year 2015–16

Pursuant to the California Education Code (EC) Section 51745.6, below are the California Department of Education’s (CDE’s) instructions on calculating ratios for traditional independent study.

Highlights:

  • The ratio of average daily attendance (ADA) for traditional independent study pupils to full-time equivalent (FTE) certificated employees responsible for traditional independent study is not to exceed the equivalent ratio of ADA to FTE certificated employees for all other (non-independent study) educational programs (referred to as the comparative ratio).
  • The comparative ratios depend on the type of local educational agency (LEA) and are as follows:

    • School districts: The ratio for all other non-independent study educational programs in the district, or the specific independent study ratio negotiated in a collective bargaining agreement pursuant to Education Code Section 51745.6.

    • County offices of education (COE): The prior year ratio for all other non-independent study educational programs of the largest high school or unified school district (based on ADA) in that county, or the specific independent study ratio negotiated in a collective bargaining agreement pursuant to Education Code Section 51745.6.

    • Charter schools: The prior year ratio for all other non-independent study educational programs of the largest unified school district in the county or counties in which they operate, or a fixed ratio of 25 to 1 pursuant to EC Section 51745.6(d) and California Code of Regulations, Title V, Section 11704, or the specific independent study ratio negotiated in a collective bargaining agreement pursuant to Education Code Section 51745.6.
  • The traditional independent study ratio calculation is done annually by the LEA at the time of, and in connection with, the second principal apportionment (P-2) report. The results of the ratio calculations should be reflected in the P-2 and Annual attendance data submitted to the CDE.
  • Traditional independent study and comparative ratio calculations should be rounded to the nearest tenth of a percent.

  • Traditional independent study and comparative ratio calculations should exclude the following (LEAs may want to separately track ADA and FTE employees for excluded categories):

    • ADA generated by pupils over the age of 18, except for charter schools. Charter schools should include pupils of all ages, as provided pursuant to EC Section 51745.6(d).

    • ADA generated by special education pupils enrolled in special day classes on a full-time basis, and the FTE certificated employees of those classes.

    • ADA and FTE certificated employees in necessary small schools that in the current fiscal year meet the definitions in EC sections 42282 and 42283 (for elementary schools) and EC sections 42284 and 42285 (for high schools).

    • Course based independent study ADA and FTE certificated employees.

  • There is a 10 percent cap on claiming independent study ADA in continuation high schools and opportunity schools and programs, pursuant to EC Section 51745(b).
ADA to FTE Employee Ratio Cap Instructions

School Districts
County Offices of Education
Charter Schools
Charter Schools Operating County Programs
Continuation and Opportunity Education

For School Districts
  1. Determine the comparative ratio of pupils’ ADA to FTE certificated employees for those programs as follows:

    1. Determine the net comparative ADA. Use the total number of units of ADA to be reported on lines A-1 and A-5 of the school district’s P-2 Attendance School District, Attendance Supplement School District, Attendance Basic Aid Choice/Court-Ordered Voluntary Pupil Transfer, and Attendance Basic Aid Open Enrollment entry screens in the Principal Apportionment Data Collection (PADC) software.

      Exclude the following:

      1. Course based independent study ADA and full-time traditional independent study ADA (ADA from short-term traditional independent study supervised by a regular classroom teacher for pupils enrolled in that teacher's class is not considered full-time traditional independent study).

      2. ADA generated by special education pupils enrolled in special day classes on a full-time basis.

      3. ADA generated by pupils in necessary small schools that in the current fiscal year meet the definitions in EC sections 42282 and 42283 (for elementary schools) and EC sections 42284 and 42285 (for high schools).

    2. Determine the net FTE certificated employees. Obtain the combined total of FTE certificated employees who provided direct instruction to all pupils whose ADA is reported in A.1 above.

      Exclude the following:

      1. FTE certificated employees who provide instruction to course based independent study pupils and full-time traditional independent study pupils included in A.1.a. For a certificated employee who provides traditional independent study instruction as well as supplemental or administrative services, count only the fractional amount of time that the employee provided traditional independent study instruction.

      2. FTE certificated employees who provide instruction to special day class pupils included in A.1.b.

      3. FTE certificated employees who provide instruction to pupils included in A.1.c.

      4. FTE certificated employees whose services supplement direct instruction or who perform administrative duties. For a certificated employee who provides direct instruction as well as supplemental or administrative services, count only the fractional amount of time that the employee provided direct instruction.

    3. Divide the number of ADA determined in A.1 by the number of certificated employees determined in A.2, or use the ratio negotiated in a collective bargaining agreement.

  2. Determine the ratio of traditional independent study pupils' ADA to traditional independent study FTE certificated employees.

    1. Determine the net traditional independent study ADA. Use the ADA to be reported on line A-1 of the district's P-2 Attendance School District PADC entry screen for full-time traditional independent study pupils. This should equal ADA reported on line B-1, at P-2. Note: Traditional independent study ADA reported on line B-1 at Annual may be a different amount than the P-2 amount used for the ratio calculations.

      Exclude the following:

      1. Full-time traditional independent study ADA generated by pupils over the age of 18.

      2. Full-time traditional independent study ADA generated by special education pupils enrolled in special day classes on a full-time basis.

      3. Full-time traditional independent study ADA generated by pupils in necessary small schools that, in the current fiscal year, meet the definitions in EC sections 42282 and 42283 (for elementary schools) and EC sections 42284 and 42285 (for high schools).

    2. Determine the net FTE certificated employees providing instruction to net traditional independent study pupils. Obtain the combined total of FTE certificated employees who provided direct instruction to pupils whose ADA is to be reported on line A-1 of the school district’s P-2 and Annual Attendance School District PADC entry screen through full-time traditional independent study.

      Exclude the following:

      1. FTE certificated employees who provide instruction to full-time traditional independent study pupils over the age of 18 included in B.1.a.

      2. FTE certificated employees who provide instruction to special day class pupils included in B.1.b.

      3. FTE certificated employees who provide instruction to pupils included in B.1.c.

      4. FTE certificated employees whose services supplement direct instruction or who perform administrative duties. For a certificated employee who provides direct instruction as well as supplemental or administrative services, count only the fractional amount of time that the employee provided direct instruction.

    3. Divide the number of ADA determined in B.1 by the number of FTE certificated employees determined in B.2.

  3. Determine excess ADA. The following will determine whether any traditional independent study ADA exceeds the maximum allowable for apportionment.

    1. If A.3, the comparative ratio, is equal to or greater than B.3, the traditional independent study ratio, funding is based on the actual ADA reported for traditional independent study.

    2. If A.3, the comparative ratio is less than B.3, the traditional independent study ratio, multiply the difference by the number of employees determined in B.2 and subtract the product from the number of ADA determined in B.1.

  4. Report excess ADA by grade span. The ADA for traditional independent study that exceeds pupil to FTE certificated employee ratios pursuant to EC Section 51745.6 is not funded and should be deducted from the amount of ADA entered by grade span on line A-1 of the school district’s P-2 Attendance School District, Attendance Supplement School District, Attendance Basic Aid Choice/Court-Ordered Voluntary Pupil Transfer, and Attendance Basic Aid Open enrollment PADC entry screens. Report excess ADA by grade span on line B-2 of the school district’s P-2 and Annual Attendance School District PADC entry screens. Excess ADA should be proportionately allocated to each grade span based on total ADA reported in each grade span.

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For County Offices of Education
  1. Determine the comparative ratio by obtaining the prior year ratio of ADA to FTE certificated employees for all other educational programs operated by the high school or unified school district with the largest ADA in that county, or use the ratio negotiated in a collective bargaining agreement.

  2. Determine the ratio of traditional independent study pupils' ADA to traditional independent study FTE certificated employees.

    1. Determine the net traditional independent study ADA by obtaining the total ADA to be reported in Section A of the P-2 Attendance COE and Attendance District Funded County Program PADC entry screens for COEs for full-time traditional independent study pupils. This should equal ADA reported on Line B-3 for Attendance COE and Line B-1 for Attendance District Funded County Program at P-2. Note: Traditional independent study ADA reported at Annual on these lines may be different than the P-2 amount used for the ratio calculation.

      Exclude the following:

      1. Full-time traditional independent study ADA generated by pupils over the age of 18.

      2. Full-time traditional independent study ADA generated by special education pupils enrolled in special day classes on a full-time basis.

    2. Determine the net FTE certificated employees providing instruction to net traditional independent study pupils by obtaining the combined total of FTE certificated employees who provided direct instruction to pupils whose ADA is identified in B.1.

      Exclude the following:

      1. FTE certificated employees who provide instruction to full-time traditional independent study pupils over the age of 18.

      2. FTE certificated employees who provide instruction to special day classes to pupils in B.1.a.

      3. FTE certificated employees whose services supplement direct instruction or who perform administrative duties. For a certificated employee who provides direct instruction as well as supplemental or administrative services, count only the fractional amount of time that the employee provided direct instruction.

    3. Divide the number of ADA determined in B.1 by the number of FTE certificated employees determined in B.2.

  3. Determine excess ADA. The following will determine whether any traditional independent study ADA exceeds the maximum allowable for apportionment.

    1. If A, the comparative ratio, is equal to or greater than B.3, the traditional independent study ratio, funding is based on the actual ADA reported for traditional independent study.

    2. If A, the comparative ratio, is less than B.3, the traditional independent study ratio, multiply the difference by the number of employees determined in B.2 and subtract the product from the number of ADA determined in B.1.

  4. Report excess ADA by grade span. The ADA for traditional independent study that exceeds pupil to FTE certificated employee ratios pursuant to EC Section 51745.6 is not funded and should be deducted from the P-2 and Annual applicable ADA reported in Section A of the Attendance COE and Attendance District Funded County Program entry screens. Report excess ADA by grade span on line B-4 of the COE’s P-2 and Annual Attendance COE PADC entry screen or by grade span line B-2 of the COE’s P-2 and Annual Attendance District Funded County Programs PADC entry screen. Excess ADA should be proportionately allocated to each grade span based on total ADA reported in each grade span.

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For Charter Schools
  1. Determine the comparative ratio by either obtaining the prior year ratio of ADA to FTE certificated employees for all other educational programs operated by the largest unified school district in the county or counties in which the charter school operates, or by using a ratio of 25:1, or by using the ratio negotiated in a collective bargaining agreement.

  2. Determine the ratio of traditional independent study pupils’ ADA to traditional independent study FTE certificated employees. NOTE: All non-classroom based pupils are accounted for as traditional or course based independent study.

    1. Determine the traditional independent study ADA to be included in the nonclassroom-based ADA totals lines of the P-2 Attendance Charter School (line A-11) or Attendance Charter School – All Charter District (lines A-13 and B-13) PADC entry screens. NOTE: Traditional independent study ADA included on these lines at Annual may be different than the P-2 amount used for the ratio calculation.

      Exclude the following:

      1. Traditional independent study ADA generated by special education pupils enrolled in special day classes on a full-time basis.

      2. Course based independent study ADA.

    2. Determine the net FTE certificated employees providing instruction to net traditional independent study pupils by obtaining the combined total of FTE certificated employees who provided direct instruction to pupils whose ADA is determined by the calculation in B.1.

      Exclude the following:

      1. For a certificated employee who provides traditional independent study instruction as well as supplemental or administrative services, count only the fractional amount of time that the employee provided traditional independent study instruction. “FTE” means an employee who is required to work a minimum 6-hour per day and 175 days per fiscal year.

      2. FTE certificated employees who provide instruction to special day classes to pupils in B.1.a.

      3. FTE certificated employees who provide instruction to pupils in course based independent study programs.

    3. Divide the number of ADA determined in B.1 by the number of FTE certificated employees determined in B.2.

  3. Determine excess ADA. The following will determine whether any traditional independent study ADA exceeds the maximum allowable for apportionment.

    1. If A, the comparative ratio, is equal to or greater than B.3, the traditional independent study ratio, funding is based on the actual ADA reported for traditional independent study.

    2. If A, the comparative ratio, is less than B.3, the traditional independent study ratio, multiply the difference by the number of employees determined in B.2 and subtract the product from the number of ADA determined in B.1.

  4. Report excess ADA by grade span. The traditional independent study ADA that exceeds pupil to FTE certificated employee ratios pursuant to EC Section 51745.6 is not funded and should be deducted from the applicable P-2 and Annual ADA reported by grade span in Section A of the P-2 Attendance Charter School and Attendance Charter School – All Charter District PADC entry screens. Report excess ADA by grade span on line B-2 of the P-2 Attendance Charter School PADC entry screen or line C-2 of the P-2 Attendance Charter School - All Charter District PADC entry screen. Excess ADA should be proportionately allocated to each grade span based on total ADA reported in each grade span. NOTE: For charter school attendance screens, both traditional and course based independent study excess ADA is reported on the nonclassroom-based ADA not eligible for funding line (B-2 and C-2 referenced above). See course based independent study ratio calculations instructions for information to determine the course based independent study excess amount to be included.

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For Charter Schools Operating County Programs
  1. Follow Step A. under “For Charter Schools” above.

  2. Follow Step B. under “For Charter Schools” above.

  3. Follow Step C. under “For Charter Schools” above.

  4. Report excess ADA by grade span. The traditional independent study ADA that exceeds pupil to FTE certificated employee ratios pursuant to EC Section 51745.6 is not funded and should be deducted from the applicable P-2 and Annual ADA reported in Section A of the Attendance Charter Funded County Programs and Attendance COE Charter School PADC entry screens. Report excess ADA by grade span on line B-2 of the P-2 and Annual Attendance Charter Funded County Programs or Attendance COE Charter School PADC entry screens. Excess ADA should be proportionately allocated to each grade span based on total ADA reported in each grade span. NOTE: For charter school attendance screens, both traditional and course based independent study excess ADA is reported on the nonclassroom-based ADA not eligible for funding line (B-2 referenced above). See course based independent study ratio calculations instructions for information to determine the course based independent study excess amount to be included.

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For Continuation and Opportunity Education

According to EC Section 51745(b), “Not more than 10 percent of the pupils participating in an opportunity school or program, or a continuation high school…shall be eligible for apportionment credit for independent study pursuant to this article. A pupil who is pregnant or is a parent who is the primary caregiver for one or more of his or her children shall not be counted within the 10 percent cap.”

For the purposes of this section, “pupils participating” is defined as ADA reported at P-2. Therefore, in computing the limit on pupils in each continuation school and each opportunity school who may be eligible for traditional independent study apportionment credit, do not exceed the number for each that is 10 percent of the current year’s ADA as reported through the PADC.
  • For example, if each continuation school and/or each opportunity school reports 90 ADA, excluding pupils who are pregnant or parents who are the primary caregivers of more than one of their children at P-2, only 9 ADA would be eligible for traditional independent study apportionment credit at each continuation and/or opportunity school.

Continuation or opportunity schools and programs may serve additional pupils via traditional independent study, but may not claim apportionment credit for those additional pupils. If a school chooses to serve additional pupils via traditional independent study and forego funding for those pupils, the school should report the ADA for the pupils as excess ADA for traditional independent study on line B-2 of the school district’s P-2 Attendance School District PADC entry screen.

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Questions:   Principal Apportionment Section | pase@cde.ca.gov | 916-324-4541
Last Reviewed: Thursday, January 26, 2023