[BCM] [ARC] [E3] [BIA] [T2] [CBF] [1] Special Education Services (Pathlight School)

[Business Impact Analysis] [Critical Business Function] [T2] Part 3

CBF-1 Special Education Services (Pathlight School)

Impact Over Time of Business Functions

This chapter, Part 3: Impact Over Time of Business Functions, provides a comprehensive assessment of how disruptions to critical sub-functions under CBF-1: Special Education Services (Pathlight School) can affect the Autism Resource Centre (ARC) over varying durations of time.

Guided by ISO 22301 and BCM best practices, this analysis helps identify how operational downtime progressively affects ARC’s service delivery, particularly to students with autism who rely on structured, consistent, and supportive educational environments.

Each sub-function is evaluated against a standardised time-based impact scale—from 4 hours up to 60 days—to understand the severity and progression of disruption impacts.

This includes key considerations such as student safety, legal and compliance requirements, emotional and behavioural support, academic integrity, and stakeholder trust.

The chapter also identifies the Recovery Time Objectives (RTOs), Maximum Tolerable Periods of Disruption (MTPDs), and vulnerable periods, which serve as essential benchmarks for prioritising business continuity strategies and recovery efforts.

Table 3: [Impact Over Time of Business Functions for CBF-1 Special Education Services (Pathlight School)

Summing Up ... for Part 3

The impact analysis presented in this chapter underscores the critical nature of uninterrupted Special Education Services at Pathlight School, which serve a highly sensitive and dependency-based community.

Disruptions—especially to functions like classroom learning delivery, behavioural support, emergency protocols, and student transport—have a rapid and severe effect on student well-being and organisational reputation.

By systematically mapping out the impact over time and identifying specific recovery thresholds, ARC is better positioned to allocate resources, activate contingency plans, and reduce the risk of prolonged service degradation.

This forward-looking approach not only strengthens organisational resilience but also affirms ARC’s commitment to its students, families, and mission.

The insights gathered here will directly inform the next phase of planning: the development of targeted recovery strategies aligned with each sub-function’s criticality and tolerance for disruption.

[Business Impact Analysis] [Critical Business Function] [T2] Part 4

CBF-1 Special Education Services (Pathlight School)

Supporting IT Systems and Applications

In today's digital learning landscape, the delivery of specialised education services at Pathlight School under the Autism Resource Centre (ARC) relies heavily on robust, secure, and resilient IT systems.

These systems not only support the day-to-day instructional delivery and curriculum planning but also underpin essential student services such as behavioural support, Individualised Education Plan (IEP) tracking, and remote learning tools.

In the context of Business Continuity Management (BCM), it is crucial to identify, assess, and safeguard the IT infrastructure that enables the continuity of CBF-1: Special Education Services.

This chapter outlines the key IT systems and applications that support each Sub-Critical Business Function (Sub-CBF) within CBF-1.

It highlights their Recovery Point Objectives (RPO) and Recovery Time Objectives (RTO), along with any specialised hardware or physical resources required for operation.

This structured approach ensures ARC is well-prepared to maintain service delivery even during IT disruptions, safeguarding the educational experience and well-being of students on the autism spectrum.

Table 4: [BIA] [P4] Supporting IT Systems and Applications for CBF-1 Special Education Services (Pathlight School)

Summing Up ... for Part 4

The continuity of IT systems is paramount in ensuring that Pathlight School’s special education services remain operational during unexpected disruptions.

From learning management platforms and student information systems to parent communication tools and behavioural support databases, each system plays a distinct role in enabling consistent, accessible, and inclusive learning experiences.

By clearly identifying system dependencies, establishing realistic recovery parameters, and integrating resilient digital infrastructure into its BCM strategy, the Autism Resource Centre strengthens its capacity to respond to incidents with agility and confidence.

This chapter thus serves as a foundational reference for IT preparedness, reinforcing ARC’s commitment to uninterrupted education and student support in all circumstances.

 

 

Resilient Support: Implementing Business Continuity Management at Autism Resource Centre (Singapore)
eBook 3: Starting Your BCM Implementation
MBCO	P&S	RAR T1	RAR T2	RAR T3	BCS T1	CBF
CBF 1: Special Education Services (Pathlight School)
DP	BIAQ T1	BIAQ T2	BIAQ T3	BCS T2	BCS T3	PD

 

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