Every great plan has a great plan B

In the event that a school closes due to unforeseen safety concerns (e.g., natural disaster, disease outbreak), a Free Appropriate Public Education (FAPE) must be provided to the greatest extent possible so that students with disabilities can participate in distance learning during the school closure. This includes providing all services, accommodations, and/or modifications listed in a student’s Individualized Education Program (IEP) to the greatest extent possible.

To ensure schools provide a FAPE to the greatest extent possible during the school closure, IEP teams should discuss and complete the following steps which will lead to development of the School Closure Contingency Plan:

 The student’s IEP team (e.g.,  parent(s)/legal guardian(s), special education teacher, administrator, etc.) meets to collaborate on this process.

• Review each goal and objective in the IEP and determine the following:

• Can the goal/objective be implemented via distance learning?

  • If yes:

    • How will the goal and objective be implemented?

    • Who will implement the goal and objective?

    • When/how often will the goal and objective be implemented?

    • How will progress on the goal and objective be monitored?

  • If no:

    • How can the student still be supported? 

• Review all services listed in the IEP and determine the following:

  • How will the specially designed instruction or related service be provided?

  • Who will provide the specially designed instruction or related service?

  • When/how often will the specially designed instruction or related service be provided?

    • See Telepractice Worksheet for guidance on determining the feasibility of related services via tele-practice.  

    • Document all ongoing communication/communication attempts with the parent(s)/legal guardian(s) in the Parent Communication & Services Provided Documentation.

• Review the accommodations and modifications listed in the IEP and determine the following:

  • Can the accommodation/modification be provided via distance learning?

    • If yes:

      1. How will the accommodation/modification be provided?

      2. When will the accommodation/modification be provided?

    • If no:

      1. How can the student still be supported? 

      2. Can the student be supported via distance learning if accommodations/modifications are changed?

• Identify current barriers that may impede the student’s access to distance learning. Barriers may include academic barriers, behavioral barriers, or environmental barriers. 

• Discuss and determine what new accommodations and/or modifications can be provided to address each barrier.

• Identify if the parent(s)/legal guardian(s) require additional support while their child accesses distance learning. 

• Complete the below School Closure Contingency Plan as an IEP team.

• Give parent(s)/legal guardian(s) a copy of the School Closure Contingency Plan.

• For record keeping, upload the School Closure Contingency Plan in eCSSS, Supports Tab.

•  Should school closure occur and the School Closure Contingency Plan is implemented, be sure to:

  • Document all ongoing communication/communication attempts with the parent(s)/legal guardian(s) in the Parent Communication & Services Provided Documentation.

• Monitor the student’s engagement and modify accessibility supports as needed.

• Communicate with parent(s)/legal guardian(s) and other team members regularly.