Contingency Plans
IEP Contingency Learning Plans (CLPs)
COVID-19
Explanation
Due to the ongoing COVID-19 pandemic, the Minnesota Department of Education and the Governor of Minnesota have mandated all school districts and charter schools plan for three different learning scenarios for the 2020-21 school year. In all three scenarios, school districts and charter schools must adhere to the Minnesota Department of Health (MDH) requirements and recommendations, as well as consult the Minnesota Department of Education (MDE) planning guidance.
Scenario 1: In-person learning for all students
Students will return to school full-time. Students and teachers will follow MDE and MDH guidelines.Scenario 2: Hybrid learning with social distancing and capacity limits
Students will be provided a combination of in-person and distance learning opportunities. Students and teachers will follow MDE and MDH guidelines.Scenario 3: Distance learning only
Students will be provided access to appropriate educational materials and receive daily interaction with their licensed teacher(s).
Additionally, MDE is asking IEP teams to amend each student's IEP with contingency plans for each learning scenario. To this end, SpEd Forms has developed a Contingency Learning Plan (CLP) that can be added to each IEP, similarly to how districts utilized addendums and Distance Learning Plans last spring. In a continuing effort to be efficient and consistent in our approach to planning for the three scenarios we will be using the SpEd Forms CLP to develop plans for each student prior to the start of the 2020-2021 school year.
STEP 1: Finalize IEP
Before you begin working on the Contingency Learning Plan, Finalize the existing IEP.
Although it is completed as a separate document, similar to a Behavior Intervention Plan (BIP), the CLP is technically part of the IEP. Therefore, the IEP must be finalized prior to completing the CLP.
STEP 2: Contact Parents to Obtain Agreement for and Input Regarding Amendment via Addendum (CLP)
Guidance for Parent/Guardian Conversations
Notes Regarding Parent Contact:
Please work to avoid multiple individuals contacting parents. The case manager should be the point of contact.
Related service providers (i.e. speech/language, OT, PT, DAPE, DHH) should work with/through the case manager regarding parent contact.
If the primary service provider is different from the case manager ideally the case manager and primary service provider teacher would make parent calls together.
STEP 3: Develop Contingency Learning Plan (CLP)
In SpEd Forms, locate the Contingency Learning Plan (CLP) template in the Service Plan menu for each student on your caseload
Review each section and consider each student's unique needs; individualize the content based on each students' unique needs.
Finalize the CLP
Consultation with each student's IEP team will be necessary to complete this document, therefore the templates have been created in a collaborative format that will allow for input from each team member, including related service providers.
After collaboration with the case manager, related service provides can update their service minutes within the CLP.
NOTE: There is no need to modify a student's current IEP so long as this CLP is created, shared with parents, and documented in a Prior Written Notice.
Section 1: Contingency Learning Information
The first section of the CLP is informational only and does not get modified. This section outlines the rationale for the CLP, defines the three learning scenarios, and informs parents of the fluid nature of the document.
Section 2: In-Person Learning for All Students
Any changes to a student's IEP that will occur under the in-person model should be noted in this section. While there are likely few, if any changes that would occur under an in-person model, some students may require specific accommodations, such as those related to mask-wearing exemptions, or changes could be made to the building schedule that impact service minutes. Complete this section as follows:
If there are no changes, mark the "No changes needed..." box and proceed to the next section
If there are changes, mark the "Changes needed..." box and document the changes
If the student is participating in Distance Learning, due to parent or IEP Team decision, mark the appropriate Distance Learning box and proceed to the next section
Sections 3-7: Hybrid Learning
Section 3: If the student is participating in Hybrid Learning, leave the first page blank, and complete each Hybrid Learning section, as outlined below.
If the student is not participating in Hybrid Learning, check the appropriate box.
Section 3 - Scenario 2: Hybrid
Annual Goals
Measurable Annual Goal(s) & Objectives
Each of the student's annual IEP goals will automatically populate in this section. If there are no changes to the goals or objectives, then select "No changes needed..." and proceed to the next section.
If there are changes to either the goal or objectives, check the "Changes needed..." box and describe the changes in the space provided.
Progress Monitoring Method
If there are no changes to the method, frequency, or person responsible for progress monitoring, check "No changes needed..." and proceed to the next section.
If the method, frequency or person responsible for progress monitoring will be altered under a hybrid model, check "Changes needed..." and describe the changes in the space provided.
Hybrid Learning: Section 4 - Annual Goals
Transition Services
Measurable Postsecondary Goals
Each of the student's measurable postsecondary goals will automatically populate in this section. Since these goals are to be updated annually and are not impacted by the learning model, there is no option to change them.
Transition Services
If there are no changes to the students transition services or the agency providing those services, check the "No changes..." box and proceed to the next section.
If there are changes to either the transition service activity or the providing agency, check the "Changes needed..." box and describe the changes in the space provided.
Hybrid Learning: Section 5 - Transition Services
Services
The Hybrid Learning: Special Education and Related Services section gets completed for all services. Structure of the service grid is the same as it is in the IEP, with the exception of a box to describe the service delivery method. It is in this section that the team documents how the service will be delivered. (Ex. face-face, video modeling, telemedicine, phone, etc.)
Other Services
The following sections need to be reviewed.:
Child Specific Paraprofessional Support
Assistive Technology
Special Transportation
Interpreter Required for Service Delivery
If there are no additions or changes to existing services, then check "No changes needed..." and proceed to the next section.
Hybrid Learning: Section 6 - Services
Hybrid Learning LRE
Regardless of changes needed, the LRE during a hybrid model needs to be described for each student. Several factors need to be considered, such as the impact of putting students into cohorts/pods, the potential need for additional services (i.e., when a special education student attends additional days), and any other implications, such as lunch and recess.
Modifications
If there are no additions or changes to existing modifications, accommodations and supports, then check "No changes needed..." and proceed to the next section.
If there are changes or additions, check the "Changes needed..." box and use the space below to describe any new or changed accommodations/modifications.
IMPORTANT: This is also the section in which any mask-wearing exemptions, accommodations or supports will be documented and described. Please connect with your building administrator and Assistant Director of Special Education for next steps.
Hybrid Learning: Section 7 - Modifications
Sections 8-12: Distance Learning
Distance Learning: Section 8
If ISD 77 moves into a Distance Learning model, sections 8-12 will detail changes to the IEP as a result of Distance Learning.
Distance Learning: Section 9 - Goals
Annual Goals
Measurable Annual Goal(s) & Objectives
Each of the student's annual IEP goals will automatically populate in this section. If there are no changes to the goals or objectives, then select "No changes needed..." and proceed to the next section.
If there are changes to either the goal or objectives, check the "Changes needed..." box and describe the changes in the space provided.
Distance Learning: Section 10 - Transition Services
Transition Services
Measurable Postsecondary Goals
Each of the student's measurable postsecondary goals will automatically populate in this section. Since these goals are to be updated annually and are not impacted by the learning model, there is no option to change them.
Transition Services
If there are no changes to the students transition services or the agency providing those services, check the "No changes..." box and proceed to the next section.
If there are changes to either the transition service activity or the providing agency, check the "Changes needed..." box and describe the changes in the space provided.
Distance Learning: Section 11 - Services
Services
The Distance Learning: Special Education and Related Services section gets completed for all services. It is in this section that the team documents how the service will be delivered in during Distance Learning.
Requirements:
Direct services are proposed for all students that have direct services minutes during face-face
The total amount of proposed direct services must be sufficient in frequency & duration to allow the student to make reasonable progress toward IEP goals/objectives and ensure FAPE.
For example: If a student was receiving 45 minutes of services each day during the In-Person model, it would not be appropriate to reduce the services to 45 minutes once per week. This would be considered a significant reduction in services which may result in failing to provide the student an appropriate amount of service time.
Other Services
The following sections need to be reviewed and the team needs to indicate if changes are needed in distance learning. It is only in those areas that changes are needed that additional content needs to be included:
Child Specific Paraprofessional Support
Assistive Technology
Special Transportation
Interpreter Required for Service Delivery
Distance Learning: Section 12 - Accommodations/Modifications
Modifications
If there are no additions or changes to existing modifications, accommodations and supports, then check "No changes needed...".
If there are changes or additions, check the "Changes needed..." box and use the space below to describe any new or changed accommodations/modifications.
STEP 4: Complete a Prior Written Notice
Use SpEd Forms Language
Our team has added 'COVID-19' language to the SpEdforms dropdown list. To access, make sure you scroll down until you see "COVID 19 - CONTINGENCY LEARNING PLANS".
A sample PWN has been created. Click here or on screenshot to access.
After inserting the language for questions 1-5 on the PWN, please delete the "1-5" prior to finalizing and sending to the parent/guardian.
STEP 5: File Paperwork & Monitor for Receipt of Consent
File Paperwork
Once finalized, ensure that the following three documents are printed and filed in each student's SpEd file:
Prior Written Notice
CLP
Monitor for Receipt of Consent
Monitor for the receipt of parental consent/objection. Once consent is received or 14 calendar days pass without receipt of consent or objection, the CLP can be implemented.
If a parent objects to the proposal, follow the established dispute resolution guidance by contacting your Assistant Director immediately.
In this unique circumstance, electronic consent is sufficient. Per MDE, if a school district amends a student’s IEP, the district may accept an electronic signature or an email from a parent confirming consent to the amendments. If you receive consent via email:
Print the email containing consent
Attach electronic consent to PWN/Parental Consent/objection form
File consent in student SpEd file
If consent is not obtained by the time school begins, then we must implement the current IEP to the greatest extent possible.