contingency planning for basic education

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Planning education during COVID-19: Is contingency planning the way forward?

Pupil_with_mask_meeting_her_mom_after_school..jpg.

Join the next IIEP Strategic Debate:

https://youtu.be/v9TU0ge2b4w

When:  Tuesday, 13 October 2020 (11 AM - 1 PM Paris time)

Where: Online

With schooling severely disrupted by the COVID-19 pandemic, educational planning needed to adapt rapidly.  As schools shut worldwide, governments prepared contingency plans to deal with the immediate and short-term consequences. While some schools are reopening, they continue to operate under unprecedented circumstances. 

From Kenya, Jordan, to Myanmar, IIEP-UNESCO has supported ministries of education in a broad selection of countries to maintain the continuity of learning during COVID-19. Now, it is time to look back and analyze what has worked well, and what conclusions can be drawn for the future of educational planning, during and beyond the current crisis. 

Join us on 13 October 2020 for our next Strategic Debate with:

• Yousef Abu Shaar , Director of Planning of Jordan’s Ministry of Education 
• Elyas Abdi , Director General of Kenya’s State Department of Early Learning and Basic Education 
• U Ko Lay Win , Director General of Myanmar’s Ministry of Education 

Suzanne Grant Lewis , IIEP-UNESCO Director, will moderate the debate. It will be accessible via streaming. 

Register here to attend the event online

This event will be held in English with simultaneous interpretation into French. Follow the debate on Twitter with  #StrategicDebate and @IIEP_UNESCO . 

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Developing Contingency Plans for Individualized Education Programs (IEPs)

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Sharon Madsen, Education Consultant, Special Education Team, Wisconsin Department of Public Instruction

Daniel Parker, Assistant Director, Special Education Team, Wisconsin Department of Public Instruction

Introduction

The COVID-19 pandemic brought about many changes, including how IEP teams need to ensure students with IEPs, regardless of the student’s learning environment, are provided a Free and Appropriate Public Education (FAPE). With some schools offering virtual and hybrid learning options during the 2021-22 school year, some IEPs included contingency plans to ensure FAPE when in-person instruction was not available.

The Individuals with Disabilities Act (IDEA) requires school districts to continue providing FAPE to students with disabilities even when in-person learning on an extended basis is not possible such as school closure.  In addition to situations like a national pandemic, contingency plans may be able to be used if the student still receives FAPE, when in-person instruction is not possible to ensure there is no break in special education services.

What is a contingency plan?

A contingency plan is a temporary plan that accounts for a change in placement when moving from in-person to a virtual or hybrid learning environment. A contingency plan outlines a condition (e.g., moving to a virtual learning environment) and how the IEP will provide FAPE during that condition.  Contingency plans may also be called “remote learning plans”, “distance learning plans” or be given other names by an individual school or district. Whatever the name, any changes to IEP services due to an event such as a school closure for in-person instruction, must be clearly documented in the student’s IEP.  Further information on moving from in-person to a virtual learning environment can be found in Wisconsin DPI’s A Guide to Implementing IEPs and Monitoring Progress of IEP Goals When Moving Between In-Person, Hybrid, or Virtual Learning Environments .

What does a contingency plan address?

Contingency plans can account for changes to any of the following:

New or different disability-related needs,

Frequency, amount, location, and duration of IEP services:

Supplementary aids and services 

Specially designed instruction

Related services

Program modifications or supports for school staff

How progress on IEP goals and progress in general education curriculum will be monitored.

What are the requirements for creating and implementing contingency plans?

The Individuals with Disabilities Education Act (IDEA) does not address contingency plans. However, IEP teams should continue to follow IDEA requirements for developing and implementing IEPs.  The following was adapted by Pfrommer, Joseph L. 4 Characteristics of a Contingency Plan for a Student with a Disability.  Special Ed Connection (2020): 1-2.  A well-developed contingency plan should be:

Individualized : IDEA requires an IEP to be based on a student’s unique needs (34 CFR 300.321). A contingency plan must also be based on the individual needs of a student and should not be a “one size fits all” plan for all students with disabilities or the same plan for students with the same disability identification.

Emergency-Based : Contingency plans are for the purpose of providing FAPE when in-person instruction outlined in a student’s IEP is not possible due to an emergency.  Contingency plans cannot be developed to address behavioral needs of students, as a disciplinary consequence, or utilized for other reasons not related to an emergency or health condition that does not allow for in-person instruction.

Clear : Contingency plans must clearly outline the circumstances of when the contingency plan will go into effect, for how long the contingency plan will go into effect, the frequency, duration, amount, and location of all IEP services during the term of the contingency plan, and under what circumstances the contingency plan will no longer be required.  The contingency plan should also be clear as to any services that will not be provided when the contingency plan is in effect.

Well-planned : IEP teams should follow the College and Career Ready (CCR) IEP process when developing a contingency plan. Since contingency plans are part of a student’s IEP, parents should participate in the development of the contingency plans.  Contingency plans should also clearly state “how” and “when” parents will be notified that the contingency plan has begun as well as “how” and “when” the contingency plan has ended. In addition to parents, it should also be clear to all staff providing general and special education services to the child of their specific responsibilities of who will be implementing which aspects of the contingency plan (such as supplementary aids and services, assistive technology, or other accommodations, related services via teleservice, or specially designed instruction through virtual learning).

Temporary : A contingency plan is not intended to permanently replace a student’s IEP and is “contingent” on a specific event such as a school closure for in-person instruction. A contingency plan lasts only as long as necessary to ensure the student receives special education and related services during the period of virtual or hybrid learning.

Proactive : A contingency plan is developed to address the possibility that emergency circumstances may require the district to shift to another instructional model, such as virtual or remote learning, without a disruption to needed special education services.

In What Situations is a Contingency Plan Necessary?

A contingency plan may be necessary based on the unique individual circumstances of a specific student and may address a specific situation when in-person instruction is not possible due to an emergency, such as the COVID-19 pandemic. 

In What Situations are Contingency Plans Not Appropriate?

A contingency plan is for emergency purposes only. 

Contingency plans cannot be used to address a student’s behavior or used as a means to discipline a student or shorten a student’s school day.

How should the IEP Identify when the Contingency Plan will be Implemented?

Providing clear and concise statements in the IEP of when a contingency plan will be implemented is required so that everyone, including the parent and all staff supporting the student, know “when” and “how” the student’s special education services will change. When developing the contingency plan, the IEP team must develop clear language that identifies precisely when school staff should begin implementing a student’s contingency plan.

How Often are Contingency Plans Updated?

In the same way that IEPs are updated at least annually to address student growth and changing circumstances, a student’s contingency plan should also be updated since it is part of the IEP to ensure that each individual student is receiving FAPE based on their current strengths and needs at any given point in time.

What Barriers to Learning Should be Addressed when Developing Contingency Plans?

Changing the frequency, amount, duration, and location of IEP services can have a number of unexpected or unintended consequences for individual students based on their unique circumstances and disability-related needs. Thus, IEP teams should use caution and engage in discussion when developing contingency plans. IEP teams are encouraged to identify various barriers to learning each individual student might experience when IEP services are not provided in-person and discuss how the student will receive FAPE.

When moving from in-person learning or other changes to location of IEP services, common unintended consequences as well as barriers to learning include:

Changes in social and emotional functioning that may impact behavioral needs of students (e.g. anxiety, isolation)

Changes in student’s ability to transition between activities and learning environments (e.g. more down time, transitioning across technologies or platforms)

Changes in a student’s independence and self-determination to work through new problems or challenges to accessing and engaging in learning (e.g. learning new technology, completing work independently between instructional sessions)

Changes in what student’s need to know or utilize to access learning (e.g. technology, accommodations, assistive technology)

Changes to what staff or families may need to know through program modifications and supports for school staff (e.g. technology, support for family engagement and two-way communication)

Changes to how progress is monitored (e.g. the need for more frequent formative assessment)

How are Contingency Plans Monitored?

Because contingency plans are part of the IEP, they should be monitored in the same way IEPs are required to be monitored.  School staff should have procedures in place to ensure that contingency plans are being implemented as written and are assisting the student with making progress toward IEP goals and in the general curriculum while the contingency plan is in effect. If the contingency plan is not able to be implemented for any reason or the student is not making progress when the contingency plan is in effect (e.g. technology, student engagement, staffing) then the IEP team must meet to review and revise the student’s IEP to ensure FAPE is provided to the student.

Guiding Questions When Moving from In-Person to Virtual Instruction

The following are additional discussion questions from DPI’s A Guide to Implementing IEPs and Monitoring Progress of IEP Goals When Moving Between In-Person, Hybrid, or Virtual Learning Environments . IEP teams can use these questions when thinking about changes in a student’s learning environment when moving from in-person to virtual instruction.

How are a student’s disability-related needs best supported through synchronous learning (instruction between student and teacher at the same time) or asynchronous learning (students accessing instruction on their own time and at their own pace) so the student can make progress on IEP goals and in age or grade-level curriculum and standards?

Are there individual student strengths or challenges that either remove or create potential barriers to implementing the goal in a virtual or hybrid learning environment? Have these been considered?

How do IEP goals related to functional skills translate into the home, virtual, or hybrid learning environment? Think: What does the target skill in the IEP goal look like?

What are the student's assistive technology needs when moving from in-person to virtual or hybrid learning?

What social opportunities exist in the home or community to address disability-related needs that require interaction with others?

What supports, equipment, or services might the family need so the family can support the student's learning at home?

What supports exist in the home environment to help the student access virtual or hybrid instruction?

What mental health or social and emotional support may the student need when moving to a virtual or hybrid learning environment?

Has the student received virtual or hybrid instruction in the past? If so, how did the student respond to that instruction?

Guiding Questions for Virtual Monitoring Progress of IEP Goals

How does synchronous learning (instruction between student and teacher is at the same time) or asynchronous learning (students accessing instruction on their own time and at their own pace) impact reliability, validity, feasibility, and usefulness of data collected to measure student progress?

What barriers may exist in progress monitoring tools previously used in face-to-face settings that may prevent the student from accessing and demonstrating what they know and can do in a virtual learning environment?

If IEP teams are using a published tool to monitor progress, is there guidance for the use of the tool in a virtual setting?

How might the student demonstrate knowledge of the skill(s) outlined in the IEP goal in a virtual learning environment?

What additional training and support may be required for the student or for families to support the student when monitoring progress toward IEP goal attainment?

What educational technologies, applications, and platforms have been considered that may assist with monitoring progress of IEP goals?

How do the effect(s) of the student's disability and disability-related need(s) affect the student's demonstration of the academic or social emotional behavior targeted in the IEP goal? And have these effects been considered when selecting procedures and tools used to measure IEP goal progress when moving from an in-person to virtual or hybrid learning environment?

Additional Resources

Introduction to Monitoring Progress of IEP Goals WI DPI web page with resources and tools to assist with creating IEP goals that can be reasonably monitored, identifying procedures for measuring progress appropriate to the target skills identified in IEP goals, and understanding the role of IEP goal progress data in Step 5 (Analyze Progress) of the CCR IEP process.

The Monitoring of Progress and Checklist for Developing Progress Monitoring Procedures and for IEP Team Reviews WI DPI resource that provides basic progress monitoring procedures that can be adapted for use in a virtual learning environment.

National Center on Intensive Intervention: Frequently Asked Questions on Collecting Progress Monitoring Data Virtually This webpage provides guiding questions on determining if the progress monitoring tool is appropriate for virtual use. It also includes information on specific vendors and tools that have resources on how to use their product in a virtual learning environment.

Planning for Successful Delivery of Progress Monitoring In Virtual Settings This resource accompanies the National Center on Intensive Intervention: Frequently Asked Questions on Collecting Progress Monitoring Data Virtually (see above) and provides helpful tips for educators to prepare for the administration of progress monitoring assessments virtually.

Removing Barriers to Effective Distance Learning by Applying the High-Leverage Practices Tips and Tools From the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR Center) and the National Center for Systemic Improvement (NCSI), this document outlines how HLPs can be employed to strengthen distance learning instruction for a diverse range of students by providing strategies to address common challenges students experience.

Telehealth: Virtual Service Delivery Updated Recommendations Tips from the National Association of School Psychologists for delivering services virtually. Includes important assessment and evaluation information.

Wisconsin Department of Public Instruction Considerations in Using Facial Coverings When Supporting Students during In-Person Instruction Recommendations on how to support students with various disability-related needs to support the safety of students and staff.

Wisconsin Department of Public Instruction COVID 19 Supplementary Resources This DPI special education team web page provides additional state and national resources that provide strategies and practices to support virtual and distance learning for students who receive special education through an Individualized Education Program. The page is sorted by topical resources such as supporting monitoring progress of IEP goals, early learners, students with neurodiverse and social and emotional needs, students participating in alternate standards, communication needs, transition aged students and others.

Wisconsin Department of Public Instruction CCR IEP 5 Step Process provides tips, guidance, online modules, and resources to identify effects of disability, disability-related needs, develop IEP goals, align IEP services, and analyze progress of IEP goals.

Wisconsin Department of Public Instruction COVID 19 Question and Answer Document a document originally developed on March 18, 2020, to respond to questions that were received regarding special education requirements from Local Education Agencies (LEAs) when school buildings were closed because of statewide orders for COVID-19. This document continues to be updated as the pandemic evolves.

Wisconsin Department of Public Instruction Moving From In-Person to Virtual and Hybrid Learning Environments a webpage that provides a written guide, presentation slides, recorded webinar and additional consideration and resources when implementing IEPs and monitoring progress of IEP goals when moving between in-person, hybrid, and virtual learning environments.

Wisconsin Department of Public Instruction Providing Related Services Via Teleservice Additional resources, tips, and requirements related to the provision of teleservice.

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Designing and Implementing Group Contingencies in the Classroom: A Teacher’s Guide

Group contingencies are an evidence-based proactive classroom behavior management system designed for teachers to implement during instruction. These practical programs reward groups or teams of students’ contingent on following explicitly stated behavioral expectations. Research on behavior management strategies that incorporate group contingencies have demonstrated these programs to be generally effective for improving student academic and social outcomes and have also demonstrated an increase in teacher attention to and praise of appropriate classroom behaviors. The current paper describes the evidence base supporting group contingencies, explains the essential components of the intervention, and provides a guided example of how to set up a personalized classroom group contingency.

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Contingency planning: 4 steps to prepare for the unexpected

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What is contingency planning?

Why is contingency planning important, 4 steps to develop a contingency plan.

Most days at work are business as usual — you hope. Unfortunately, there are also days where nothing seems to go right. Sometimes, these hiccups are just part of running an organization. And some days, they can be a major disruption in your work.

Because your clients and customers are relying on you to deliver as promised, it’s critical that you have a backup plan in place. There’s no way to prevent all mishaps from occurring, but you can minimize their impact with a little strategic planning .

Rather than waiting for the worst-case scenario to play out, companies — and individuals — can put together a contingency plan. This helps to ensure that normal business operations continue as smoothly as possible.

Learn what a business contingency plan is, why you should have one, and how to start planning in this article.

Contingency planning is a part of a business’ risk management strategy. It’s how companies foresee potential disruptions to the business. 

Contingency planning is an action plan put in place to help individuals, teams, and organizations minimize disruption. In common terms, we think of this as “plan B.” Contingency plans are less about how to mitigate negative events and more about proactively developing problem-solving skills.

While traditionally, contingency planning have been an area of focus for managers and organizations, there are many benefits for individuals as well.

To understand contingency planning, it’s best to take a broad view. Sure, when companies have a crisis management plan in place, everyone sleeps a little better at night. It’s nice to know that you’ll know what to do if something happens.

But in life — as well as in business — the only real constant is change. As Tina Gupta, VP of Talent and Employee Experience at WarnerMedia puts it , “Change is not something to solve for.” Fear of change and uncertainty leads people to hide from it, interpreting every bit of rough air as a sign of an impending crash.

When you embrace a future-minded perspective , you no longer have to be afraid of uncertainty. Contingency planning becomes a strategy to be proactive instead of reactive . It’s an exercise in looking for ways to thrive instead of survive. 

BetterUp calls this type of person a future-minded leader . Rather than running from potential threats or pretending everything is fine, they cultivate an agile mindset . These people combine optimism, pragmatism, and the ability to envision the future (or, what positive psychologists call prospection ).

Contingency planning example:

Let’s look at how WarnerMedia has been able to embrace contingency planning as a tool to build a psychologically safe environment.

Conducting a risk assessment

Before you can create a contingency plan, you need to identify the risks that may impact your business. The best way to do this is with the support of your team. Hold a brainstorming session where you can talk through recent experiences, upcoming initiatives, and common pitfalls.

This type of risk assessment can't protect you from being surprised. Tomorrow will hold unexpected events, many of which never happened before in your organization (months-long pandemic shutdowns anyone?) Instead think of this assessment as surfacing the things you can prepare for and opening up everyone's imagination to the range of possible obstacles and outcomes. This will prime the pump for awareness, a flexible mindset, and solution-seeking orientation.

Don’t make the mistake of limiting the meeting to just managers. Your entry-level employees and individual contributors will have a lot of insight as to what could happen — and how to handle it.

Companies often make strategic planning an annual event, but you should review your contingency plan more frequently. Risk assessment should ideally be a natural part of planning for every new initiative.

Here are 4 steps to develop a contingency plan for your team:

1. Identify the triggers

What are the risks? The first step in contingency planning is knowing which scenarios you’re preparing for. It’s impossible to predict everything, but chances are you can think of one (or ten) worst-case scenarios that would throw operations off.

Put these scenarios in order of likelihood. The most probable and important ones will form the backbone of your contingency plan.

2. Examine the situation

In your hypothetical scenario, what would be the most likely course of action? Write that down, but be sure to ask: is it the best course of action? If your new plan is significantly different from what you’ve done before, you’ll want to talk it over with your leaders.

Get your team involved in this stage of the process. One of the benefits of planning in advance is that you have time to brainstorm responses. If the disruption has happened before, ask them what they did to resolve it and what they wish they had done differently.

3. Determine who needs to know

Once you’ve created a viable plan, determine who the stakeholders are. Identify who needs to know as soon as plans change and who will be responsible for kicking plan B into gear. If anyone needs to authorize purchases, provide access to resources, or otherwise support the plan, make sure that they know as well. 

4. Practice

If you can, do a practice run of your disaster recovery plan. The specifics will vary depending on the “disaster,” but running through the plan is a useful exercise. It will help you spot areas that you might not be able to predict in advance.

For example, when the coronavirus pandemic sent millions of workers into lockdown, companies that already had remote work policies in place were in the ideal position for the change. Companies that relied on brick-and-mortar workplaces had to quickly develop strategies to ensure remote team members had the technology and support they needed to work from home for an extended period of time. 

How to maintain a contingency plan

In general, it’s a good idea to review your contingency plan on (at minimum) an annual basis. However, there may be other events that might trigger a review of your recovery strategies.

There are three main parts to your plan: the trigger (or unexpected event), the planned course of action, and the people involved. If any of these change, you’ll want to update your plan. 

For example, moving to a new system, platform, or workflow would cause a change in both your Plan As and Plan Bs. If you hire for a new role that sits between functions, that may change the people involved.

Final thoughts

Your business continuity plan isn’t just an exercise in preparedness. It’s an opportunity to help your teams learn how to become more agile and creative problem solvers.

Everyone, from a project management team developing a contingency plan for rolling out a new sales incentive, an IT team planning for a new system to go live, or a manager coaching an employee through creating a contingency plan for meeting work deadlines, needs to develop this skill. In a time of uncertainty and constant change, thinking through possible problems and alternatives in advance is part of life. 

Gupta of WarnerMedia says that empowering her team through coaching has helped them "move from overwhelm to thriving through change." When they trust themselves, the company, and the plan, employees become more confident. They’re more willing to take risks and trust each other.

When things go awry, your plan won’t just minimize the potential impact. It will empower your team to thrive in uncertainty as they respond to whatever gets thrown their way.

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Allaya Cooks-Campbell

With over 15 years of content experience, Allaya Cooks Campbell has written for outlets such as ScaryMommy, HRzone, and HuffPost. She holds a B.A. in Psychology and is a certified yoga instructor as well as a certified Integrative Wellness & Life Coach. Allaya is passionate about whole-person wellness, yoga, and mental health.

It depends. Understanding the contingency theory of leadership

Contingent workforce management: what employers need to know, leaders are prioritizing well-being over leadership skills in the post-covid workplace, the secret to developing managers that help your business thrive, when the new normal is a no-show: why future-mindedness is the mindset organizations need now, meet the future-minded leader: your organization’s answer to uncertainty, building the human transformation company: the principles that shape our future, 4 reasons why you can't afford to skip out on succession planning, how to build a high performance team, according to patty mccord, similar articles, struggling with control issues coaching can help, how to excel at life planning (a life planning template), 10 characteristics for becoming a successful entrepreneur, do more than survive — thrive in turbulent seasons, the only guide you’ll ever need for career planning, strategic planning: read this before it's that time again, how to use strategic foresight to stay ahead of the curve, stay connected with betterup, get our newsletter, event invites, plus product insights and research..

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