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Moving From In-Person to Virtual and Hybrid Learning Environments

Moving from In-Person to Virtual and Hybrid Learning Environments Resources
Contingency Plan Reminders

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.