Moving From In-Person to Virtual and Hybrid Learning Environments

• CDC Considerations for Schools
  Guidance from Centers for Disease Control and Protection offering considerations for ways in which schools can help protect students, teachers, administrators, and staff and slow the spread of COVID-19.
• 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 web page 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.
• Taking an Equitable Approach
  COVID-19 is highlighting and widening educational inequities previously existing in our school system and disproportionately impacting some communities and groups of students. This WI DPI web page provides educators with questions they should consider as they plan to return to school.
• Telehealth: Virtual Service Delivery Updated Recommendations
  Recommendations from the National Association of School Psychologists for delivering services virtually. Includes important assessment and evaluation information.
• Using Personal Protective Equipment (PPE) in Assessment
  A supplemental guide from Pearson Assessments and the use of PPE during Assessment.
• 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
  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 Providing Related Services Via Teleservice
  Additional resources, tips, and requirements related to the provision of teleservice.
• Maintaining Screening and Progress Monitoring Practices in Virtual/Remote Settings
  A resource from the National Center on Intensive Intervention which focuses on implementing screening and progress monitoring virtually. This page includes guiding questions for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.
• Providing Virtual Intervention and Progress Monitoring
  This 42 minute presentation was delivered by Dr. Tessie Rose Bailey as part of the Colorado Multi-Tiered System of Support Virtual Summit 2020. In the presentation, Dr. Bailey focused on considerations for providing virtual intervention and progress monitoring and highlights resources developed by the National Center on Intensive Intervention.

As Individualized Education Program (IEP) teams continue to review, revise, and conduct annual IEPs, it is important that contingency plans are individualized to meet a student’s unique, disability-related needs should the placement need to change because of the pandemic. Any contingency plan must continue to provide the student with a free and appropriate public education (FAPE).

WI DPI emphasizes important considerations as IEP teams review contingency plans. As IEP teams review IEPs that include contingency plans, please consider the following:

• A clear statement explains when the contingency plan will go into effect and how long it will be in effect. If using the program summary for this information, consider using the duration column and clearly describing the circumstances.
• For each specially designed instruction, related service, supplementary aid and service, and transition service, explain the delivery method (Zoom conference, asynchronous recording, telephone call, etc.), setting (special education class, one-on-one, small group, etc.), and if applicable, if it will be provided in-person. Make sure that all IEP team members understand any educational terms.
• Any new assistive technology the student may need as a result of remote learning as well as an appropriate frequency, amount, location, and duration. The plan should also explain how the student will obtain the assistive technology and the process for instructing the student to utilize it.
• A review of how the student’s progress on IEP goals will be monitored and any needed changes to the IEP that need to be made to ensure the IEP can be implemented and progress measured in a different placement. The plan may also need to describe how school and parent(s) will communicate about progress during the change in placement.
• The services in the IEP must be stated in a way that is appropriate to the specific service and stated in a manner that is clear to all who are involved in both the development and implementation of the IEP. If it is not possible to specify an amount of time, the IEP must clearly describe the circumstances under which the service will be provided.

When this information is included in the IEP as part of the contingency plan, the school district must notify the parent(s) of the change in where and how the student will learn. This notification can occur via email or through other written correspondence.

These tips came from questions WI DPI received from the field, IEPs DPI has reviewed, and information from LRP Special Education Connection “Checklist of what to include in a contingency plan.” Please reach out to DPI special education team with any specific questions or if WI DPI can help as you draft and revise your contingency plans.