Contingency Plans vs. IEP Amendments
So you have decided to do virtual learning this fall. Per the Texas Education Agency, this is NOT considered a change in placement. Contingency Plans or IEP amendments regarding remote learning should be developed AFTER a full IEP is developed that reflects all the needs of your child regardless of where learning will take place.
These plans or amendments DO NOT replace annual ARD/IEP meetings.
Most likely the school district will ask to either create an IEP amendment or a contingency plan . YOU should be part of the process in creating this plan or amendment. It is important to also write in the amendment or contingency plan that it ENDS when your child returns to \”in person\” instruction.
Contingency Plans are created for emergencies. Parents should be engaged in creating a plan. All people involved within the child should have a say in it\’s creation. Plans should document who is responsible for ensuring families have what they need (internet, device, other resources) and how the family will get what they need in a efficient and safe way.
IEP amendment – Usually IEP amendments do NOT have an end date and usually end when a new annual IEP is created. So this might not be the right tool for you to use currently if you have decided on virtual learning.
Amendments are usually used to modify simple items on your IEP (not goals or placement). One item you may want to amend is your PLAAFP especially if virtual learning was NOT successful. Add a statement on how your child\’s disability impacts/impacted virtual learning. This may also include the fact that your home did not have the right technology or internet access, or you did not have the information needed to assist your child correctly.
Here is a video regarding the IEP process, Remote Learning and Contingency Plans:
Progess Monitoring
Progress monitoring should continue during remote learning. There is no difference for progress monitoring between remote learning and in person learning. It is a scientifically based practice and can be implemented individually or by a class.
To have effective progress monitoring, there must be effective instruction first. If virtual learning is not effective, how will the teacher adapt or make changes to instruction to assist in making progress? What accommodations & modifications may need to adjusted?
How will progress on IEP goals be measured? What data will be collected? How will you know your child is making progress and learning? If you cannot easily understand these based on your current IEP, then you may need to have a meeting to document how this will take place. If your child is not making progress during virtual learning, then you may need to have an IEP meeting to discuss options for different methods.
Feedback by parents during remote learning can provide some insight for progress monitoring (efforts, successes & challenges), but districts CAN NOT require families to document progress. The teacher of instruction or paraprofessionals can collect data. It is the teacher of record that is responsible for documenting progress. Communication is key.
Here is a video on Progress Monitoring during Remote Learning:
