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

Business Continuity Recovery Procedure

Introduction

The continuity of Special Education Services provided through Pathlight School is fundamental to the mission of the Autism Resource Centre (Singapore). As the first autism-focused school in Singapore that combines mainstream academics with life readiness skills, Pathlight School plays a critical role in equipping students with autism to lead meaningful and productive lives.

This chapter outlines the Business Continuity (BC) Procedures for CBF-1: Special Education Services, with a focus on ensuring uninterrupted access to education, therapeutic support, and structured learning environments for students.

The procedures aim to mitigate the impact of disruptions—whether due to natural disasters, technological outages, or public health emergencies—by detailing clear steps for preparedness, resumption within the first 24 hours, and full recovery beyond that period.

By integrating resilience planning across curriculum delivery, behavioural support, transport coordination, and caregiver communication, this chapter serves as a practical and instructional guide for ARC leadership, Pathlight educators, and support staff. It ensures that even in times of crisis, the learning and development of students remain safeguarded and supported.

WHAT: Function Description and Importance

CBF-1: Special Education Services (Pathlight School)

This function delivers specialised education tailored for students on the autism spectrum through Pathlight School, Singapore's first autism-focused school offering mainstream academics alongside life readiness skills. It is central to ARC’s mission to enable individuals with autism to lead meaningful and fulfilling lives. This function ensures uninterrupted learning, individual growth, and emotional well-being for students and provides structured collaboration with families and allied professionals.

Pre-Crisis: Readiness and Preparation Measures

Objective

To establish proactive measures that ensure the continuity of Special Education Services in the event of a disruption, minimising downtime and safeguarding student well-being, learning progression, and overall service quality.

1. Organisational-Level Preparedness

• Crisis Response Team (CRT) Formation
  • Identify and assign members of the CRT specifically for CBF-1 operations, including school leadership, teaching leads, allied professionals, IT support, and communications personnel.
  • Conduct annual tabletop exercises to familiarise CRT members with their roles and responsibilities.

• Business Continuity Plan (BCP) Maintenance
  • Maintain an up-to-date BCP that reflects the unique needs of students with autism and the operational realities of Pathlight School.
  • Review and update the plan at least annually or after major incidents.

• Staff Training and Awareness
  • Conduct biannual training sessions on emergency protocols, remote teaching tools, and trauma-informed practices.
  • Include all educators, allied professionals, and administrative staff in preparedness drills and simulations.

• Risk Assessments
  • Perform annual risk assessments for:
    • Physical infrastructure (e.g., classrooms, therapy rooms, vocational labs)
    • Cybersecurity and IT platforms (e.g., LMS, video conferencing tools)
    • Transport and logistics systems

• Use assessment results to inform contingency planning and mitigation measures.

2. Curriculum and Learning Continuity Preparation

• Digital Backup and Access
  • Store digital copies of lesson plans, learning materials, Individual Education Plans (IEPs), and assessment records on secure, cloud-based systems accessible by authorised staff.

• Flexible Learning Models
  • Prepare hybrid and remote learning templates that can be rapidly deployed if on-site teaching is disrupted.
  • Pre-design differentiated learning materials for students requiring higher support needs.

• Technology Readiness
  • Ensure all teaching staff are trained in using learning management systems (e.g., Google Classroom, Zoom) for virtual learning delivery.
  • Maintain an inventory of devices (e.g., tablets, laptops) for emergency issuance to students with limited home access to technology.

3. Student Support and Behavioural Planning

• Allied Professional Readiness
  • Establish agreements for continuity of allied health services (e.g., occupational therapy, speech therapy) through telehealth platforms.
  • Develop remote adaptations of Behaviour Support Plans (BSPs) to guide caregivers and support staff during home-based learning.

• Mental and Emotional Support Planning
  • Prepare trauma-sensitive protocols and social stories to help students cope with changes in routine during a disruption.
  • Train staff to recognise early signs of student stress and escalation in both physical and virtual settings.

4. Communication and Coordination Measures

• Parent and Caregiver Communication Plans
  • Develop pre-written message templates (SMS, email, WhatsApp) for various disruption scenarios.
  • Maintain updated contact information for all parents/caregivers in a secure and accessible system.

• Stakeholder Communication Protocols
  • Establish notification chains for internal (e.g., ARC leadership, teachers) and external stakeholders (e.g., Ministry of Education, transport providers).

• Collaboration Agreements
  • Set up MOUs or verbal agreements with alternative facilities (e.g., community centres, partnering schools) for a temporary learning space if needed.

5. Logistics and Operations Readiness

• Transport Contingency Planning
  • Maintain updated transport rosters, including alternative bus routes, drivers, and pick-up/drop-off points.
  • Pre-identify third-party providers who can offer emergency transport services.

• Facility Safety and Readiness
  • Stock emergency kits in classrooms and therapy rooms, including sensory tools, first-aid supplies, and visual communication aids.
  • Ensure backup generators and essential utilities (water, internet) are tested regularly.

• Assessment and Examination Safeguards
  • Create contingency plans for examination rescheduling and alternative assessment formats that accommodate students’ needs and regulatory compliance.

Summary of Pre-Crisis Measures

The effectiveness of Pathlight School’s business continuity efforts hinges on the thoroughness of its pre-crisis planning. Through a combination of structured preparedness, digital readiness, trained staff, and coordinated stakeholder engagement, these measures ensure that students receive consistent, supportive, and meaningful education—even in the face of unforeseen disruptions.

Within T+24 Hours (RESUMPTION): Immediate Post-Disruption Actions

Objective

To restore critical teaching, learning, and support functions within the first 24 hours following a disruption. These actions prioritise student safety, continuity of care, communication with stakeholders, and the re-establishment of educational routines—onsite or remotely.

1. Activation of the Crisis Response Team (CRT)

• Initiate Emergency Protocols
  • Activate the pre-identified CRT for CBF-1 operations.
  • Assign section leaders for each Sub-CBF (e.g., learning delivery, therapy services, transport).
  • Initiate the Incident Command Structure and document all decisions made.

• Rapid Situation Assessment
  • Conduct a rapid damage or impact assessment (physical, technological, human resources).
  • Determine which functions are affected and which can resume immediately.
  • Identify affected students, staff, and critical dependencies (e.g., power, network, building access).

2. Immediate Resumption of Core Education Functions

• CBF-1.2 Classroom and Learning Delivery (Onsite & Remote)
  • If facilities are inaccessible, activate remote learning protocols using pre-prepared digital materials.
  • Deploy teachers to online platforms (e.g., Zoom, Google Classroom) to maintain structured routines.
  • For students with higher support needs, begin 1:1 support sessions or caregiver-guided instruction remotely.

• CBF-1.1 Curriculum Development and Academic Planning
  • Prioritise delivery of core subjects and essential life skills content.
  • Use existing curriculum templates to adapt for shorter, flexible online learning sessions.
  • Provide simplified, printable materials for students unable to access devices.

3. Behavioural and Emotional Stabilisation

• CBF-1.4 Behavioural and Emotional Support
  • Ensure continuity of behavioural support by coordinating virtual sessions with behavioural therapists or psychologists.
  • Provide caregivers with emergency guidance documents (e.g., visual schedules, coping strategies, social stories).
  • Deploy trained staff to conduct check-ins with high-needs students and their families.

• CBF-1.3 Student Support Services (Allied Professionals)
  • Activate telehealth sessions for speech, occupational, and psychological therapy where possible.
  • Maintain student engagement through virtual or phone-based interventions.
  • Prioritise therapy continuity for students in crisis or with regression risk.

4. Communication and Stakeholder Coordination

• CBF-1.7 Parent and Caregiver Communication
  • Issue a situation update within the first 3 hours via ARC’s communication platforms (email, SMS, website).
  • Communicate:
    • Nature and impact of the disruption
    • Immediate steps taken by ARC and Pathlight
    • What caregivers can expect in the next 24–48 hours
  • Establish a hotline or key contact point for urgent parental queries.

• Internal Staff Communications
  • Host a virtual staff briefing to align on interim arrangements, expectations, and roles.
  • Ensure staff have access to updated protocols and student-specific needs.

5. Operational Continuity and Support

• CBF-1.6 Student Transport Coordination
  • Notify transport providers of disruption details and activate alternative routes if partial access is available.
  • Coordinate caregiver pick-up/drop-off support if transport is suspended.

• CBF-1.10 Emergency and Safety Protocols
  • Account for all students and staff—onsite or remote.
  • Ensure the physical safety of any students or staff on premises.
  • Provide medical assistance or psychological first aid as needed.

6. Prioritisation of High-Need and Vulnerable Students

• Identify and provide immediate attention to:
  • Students who are non-verbal or have higher behavioural challenges
  • Students with limited caregiver support or access to resources
  • Students undergoing major life transitions (e.g., PSLE year)

• Activate crisis plans for individual students if triggers or regressions are observed.

HOW (Implementation Guidance)

• Communication Templates:
  • Use pre-approved templates for announcements to save time and reduce confusion.

• Digital Systems:
  • Access secure cloud-based repositories for IEPs, lesson plans, and caregiver information.

• Daily Staff Check-ins:
  • Assign team leads to gather progress updates and emerging needs every 4–6 hours.

• Documentation:
  • Log all resumption activities, incidents, and contact points for accountability and future review.

Summary of T+24h Objectives

The actions taken within the first 24 hours after a disruption are critical for stabilising students, maintaining trust with caregivers, and keeping core learning and support services operational. A swift, calm, and structured response protects the well-being of students and provides a strong foundation for full recovery in the following days.

After T+24 Hours (RECOVERY): Full Restoration Activities

Objective

To restore all operations, support services, and educational delivery to pre-disruption standards while addressing the academic, behavioural, and emotional needs of students. This phase ensures that the long-term impact of the disruption is minimised and that stakeholders are re-engaged with stability, clarity, and confidence.

1. Gradual Restoration of Full Educational Services

• CBF-1.2 Classroom and Learning Delivery (Onsite & Remote)
  • Resume full onsite classes once facilities are deemed safe and accessible.
  • Transition students back from remote or hybrid models using phased re-entry, prioritising those most affected by the disruption.
  • Re-establish classroom routines and visual structures to help students adjust to post-disruption learning environments.

• CBF-1.1 Curriculum Development and Academic Planning
  • Re-calibrate the academic calendar and teaching schedules.
  • Identify and address learning gaps through remediation or modified pacing plans.
  • Collaborate across teaching teams to ensure curriculum continuity and alignment with national education guidelines.

2. Restoration and Enhancement of Student Support Services

• CBF-1.3 Student Support Services (Allied Professionals)
  • Resume in-person therapy sessions (speech, occupational, psychological) based on student priorities and capacity.
  • Re-assess students' developmental status post-disruption and adjust intervention plans accordingly.
  • Reinstate group therapy programs and social skills groups.

• CBF-1.4 Behavioural and Emotional Support
  • Conduct behaviour observations to assess the impact of the disruption on student routines and emotional regulation.
  • Revise and reinforce Behaviour Support Plans (BSPs) where regression or new challenges are identified.
  • Provide professional development to staff on managing post-crisis behavioural challenges in classrooms.

• CBF-1.5 Individual Education Plan (IEP) Management
  • Review and update IEPs based on progress (or regressions) observed during the disruption.
  • Hold IEP meetings (in-person or virtual) with caregivers and allied professionals to recalibrate goals and interventions.
  • Document and communicate changes to all relevant parties, including teachers, therapists, and family members.

3. Restoration of School-Wide Operational Functions

• CBF-1.6 Student Transport Coordination
  • Resume full transport services and verify all routes, safety protocols, and contingency options.
  • Reconfirm caregiver transport preferences and communicate any changes.
  • Review transport SOPs and update based on lessons learned from the disruption.

• CBF-1.8 Examination and Assessment Administration
  • Develop revised assessment plans in alignment with national or internal academic policies.
  • Provide make-up assessment opportunities for students who missed critical testing periods.
  • Coordinate with the Ministry of Education (MOE) or examination boards for any necessary accommodations or rescheduling.

• CBF-1.9 Vocational and Life Skills Training
  • Resume hands-on vocational training modules and community-based learning programs.
  • Revisit student progress in life skills acquisition and make adjustments as necessary.
  • Engage community partners or vocational coaches to rebuild disrupted partnerships.

• CBF-1.10 Emergency and Safety Protocols
  • Conduct full safety inspections of all school facilities.
  • Resume regular safety drills (e.g., fire drills, lockdown drills) to re-familiarise students and staff.
  • Update emergency response plans with lessons learned and input from the post-incident review.

4. Stakeholder Re-engagement and Support

• CBF-1.7 Parent and Caregiver Communication
  • Provide ongoing updates to caregivers regarding the return to full operations, including any changes in schedules, routines, or support services.
  • Conduct feedback surveys to gather input on the support provided during and after the disruption.
  • Organise caregiver briefings, webinars, or support groups to address concerns and rebuild trust.

• Staff Wellness and Debriefing
  • Hold staff debrief sessions to review the crisis response and emotional impact.
  • Provide access to counselling or employee assistance programs where needed.
  • Recognise staff contributions and share success stories to reinforce morale.

5. Post-Crisis Evaluation and Plan Enhancement

• After-Action Review (AAR)
  • Conduct a formal after-action review involving staff, caregivers, and selected students (where appropriate).
  • Document:
    • What worked well
    • What challenges emerged
    • Recommendations for improvement

• BCP and SOP Revisions
  • Update business continuity and emergency response plans to incorporate AAR findings.
  • Adjust training and simulation activities to reflect new gaps or strengths identified.
  • Review and revalidate resource inventories, cloud backups, contact databases, and vendor agreements.

HOW (Implementation Guidance)

• Prioritisation:
  • Focus first on students and services most disrupted or at risk, then expand to full-scale operations.

• Collaboration:
  • Leverage interdisciplinary teamwork among educators, therapists, support staff, and caregivers for a unified recovery.

• Monitoring:
  • Establish short-term (weekly) monitoring mechanisms for student progress, staff feedback, and operational readiness.

• Documentation:
  • Keep detailed records of all recovery actions and decisions to support accountability and future resilience.

Summary of Recovery Activities

The post-T+24 hours recovery phase aims to restore Pathlight School’s Special Education Services to full operational strength, while addressing academic gaps, behavioural challenges, and stakeholder confidence. By methodically reinstating each sub-function and embedding lessons learned, the Autism Resource Centre ensures long-term resilience and continuous improvement in its commitment to students with autism.

Summing Up ...

The Business Continuity Procedures for Special Education Services at Pathlight School are designed to uphold ARC’s unwavering commitment to delivering structured, safe, and inclusive education for students with autism. By proactively preparing for potential disruptions and clearly defining actions for immediate resumption and long-term recovery, the procedures ensure the preservation of critical learning pathways and student well-being.

Staff, caregivers, and partners all play essential roles in executing these recovery plans. Their collaboration is vital in maintaining the trust of families and the continuity of developmental progress for each student. As ARC moves forward in a dynamic and sometimes uncertain environment, these procedures provide the foundation for resilience, adaptability, and educational excellence—regardless of the challenges ahead.

 

 

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

 

More Information About Business Continuity Management Courses

To learn more about the course and schedule, click the buttons below for the  BCM-300 Business Continuity Management Implementer [BCM-3] and the BCM-5000 Business Continuity Management Expert Implementer [BCM-5].

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