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Considerations for K–12 Administrators to Improve Business Continuity Planning

Even the best-laid plans of mice and men often go awry.

If the pandemic has made one fact clear, it’s that planning for an uncertain future is difficult to do. Schools have come a long way from the tumultuous days of required remote learning, yet — as districts look ahead — the uncertainty remains. Planning for the coming school year could prove to be just as challenging.

Although the requirement to create learning continuity plans was tied to the implementation of emergency remote learning, business continuity plans are a long-standing approach to maintaining the integrity of a business. Be it fire, cyberattack, the loss of a key employee or the onset of a pandemic, difficult situations are inevitable; a business continuity plan can enable organizations to deal with the fallout. Districts that have a plan in place have already identified ways to minimize risk before a problem occurs and what to do in the worst-case scenario.

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To better coordinate for the coming year — or even the next semester — administrators should work with the IT teams and other departments in their districts. This will help them understand the full scope of the district’s needs and challenges, such as the extent of the burnout causing  widespread staffing shortages in K­–12 schools . Here are other key takeaways for the business continuity plan process.

Considerations for School Leaders Creating Business Continuity Plans

Consider what the worst-case scenario might be, and prepare for that. Figure out what would require the most work, the most technology and the most preparation. It is always better to be overprepared than caught off guard.

If district leaders are prepared for business continuity in the event of the worst-case scenario, and they don’t need to enact all of their plans, they will have an a la carte menu of solutions to choose from, and will have the freedom to choose the options that work best for their situation, whatever that looks like next year.

When creating a plan, district leaders should also remember  the total cost of ownership for technology solutions . This includes all the components necessary to make the device functional as intended.

The total cost of ownership also encompasses solutions to get new tech up and running, and keep it that way. This means that districts need to consider professional development for users, IT knowledge and resources when it comes to troubleshooting and repairs, and more. Factoring in this total cost will give administrators a clearer idea of their budgets now and in the coming years for accurate business continuity planning.

DISCOVER:  Districts use IT investments to boost the bottom line amid tight budgets.

There are also  technology lifecycle  considerations to remember with new tech purchases. Once it’s been purchased, school IT teams need plans for integration and adoption phases. Beyond that, how will the technology be maintained, repaired, retired and refreshed? These factors can all affect a district’s business continuity, particularly in the event of a disaster, as seen with COVID-19. Subsequently, these factors also affect the post-disaster process. In some cases, they prevent districts from going back to business as usual; instead, rebuilding with something better than before, if possible.

State and Local Requirements Factor into Planning Logistics

In addition to the aforementioned considerations and takeaways, schools also need to look at their state and local requirements for planning.

There may be a specific template districts need to use or specific information they must be sure to include. Administrators should look at  whether spending needs to be justified on the front end or the back end .

California, for example, requires districts to create  a Local Control and Accountability Plan . This requires schools to set goals, create action plans, provide data, and show how they want to achieve their goals and why. The LCAP also requires districts to hold community listening sessions in which they explain their plan and solicit feedback. This allows stakeholders to have a voice in the plan and the decisions being made.

Once created, the LCAP functions as the district’s funding plan, so it’s important for schools in the state to make their planning decisions carefully. The LCAP, and other states’ requirements, can guide districts to improved business continuity planning.

Stopgap Measures to Improve Business Continuity in the Short Term

Administrators who find they haven’t planned appropriately for the current year should look at what they need most urgently to maintain business continuity in the coming semester. They should determine their priorities for the spring and figure out — of the things they would like to improve — what actions most closely align with those priorities. Those are the improvements they need to make; everything else should be let go.

WATCH NOW:  Innovate on a small budget with a limited IT staff. 

It may seem necessary to put resources into creating a short-term fix for numerous concerns, but in the long run it will be more beneficial to focus time and money on only the most crucial changes. In trying to fix everything, districts may wind up fixing nothing. Instead, it’s best to focus on the changes that provide the best ROI for learning and the ROI for time.

If schools focus on high-quality, technology-enhanced instruction, they will improve learning outcomes no matter what model they’re using. Educators should be set up to use technology in a way that is most advantageous for what they’re trying to teach.

Ultimately, everything comes down to, how does this help all students access a high-quality education? How does it relate back to students needing to have access to school? Students — what they are learning and what schools are trying to teach them — should always be at the center of any decision-making processes.

This article is part of the “ ConnectIT: Bridging the Gap Between Education and Technology ” series. Please join the discussion on Twitter by using the   #ConnectIT   hashtag.

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Planning for Academic Continuity

A Guide for Academic Leaders

Established academic continuity plans allow colleges and universities to use their resources to manage disruptions, rather than using them to develop new plans and policies for each disruption  event. While mobile communication and digital learning tools are widely used today on U.S. campuses, these tools have limited use in times of academic disruption without a plan on how to use them to maintain or resume academic operations. Having digital learning tools available to faculty is not useful if those individuals don’t know how to use them, and digital learning tools do not serve students who cannot afford to access them. Academic continuity planning is an essential component of the business continuity plans of colleges and universities, and yet hundreds of schools were not prepared for the months-long academic disruption caused by lockdowns in the wake of the COVID-19 pandemic.

This guide presents results from an analysis of 100 academic continuity plans at U.S. colleges and universities. The results form the basis for recommended academic continuity plan best practices, tools, and templates academic leaders can use to maintain a plan that can be used in both short-term and long-term circumstances. We believe that digital learning tools and platforms provide a solution for moving learning environments online in times of academic disruption. But they also play a bigger role in academic continuity planning. Much like required fire drills to prepare a campus community for a fire emergency, higher education needs to maintain a readiness to face disruptions to academic continuity.

Key Strategies

• Lead with equity, and embed it in every part of academic continuity planning.
• Plan for a variety of academic disruption scenarios.
• Assess student needs based on the nature and impact of the crisis or disruption.
• Include the basics of teaching using the most used digital technologies at your institution.
• Maintain institutional readiness for academic disruption.

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Recommended citation.

O’Sullivan, P., McGuire, R., Egemonu, C., Frausto, E., & Sullivan, E. (2023). Planning for Academic Continuity: A Guide for Academic Leaders. Every Learner Everywhere. https://www.everylearnereverywhere.org/resources/planning-for-academic-continuity/

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Education Business Continuity Plan Template

What is an Education Business Continuity Plan?

An education business continuity plan outlines the strategies, actions, and processes that educational institutions, schools, and universities can take to ensure the continuity of academic programs, student services, and administrative operations during emergencies or disruptions. This plan helps to ensure that students are not adversely affected, that student progress is monitored, and that students and staff are supported.

What's included in this Education Business Continuity Plan template?

• 3 focus areas
• 6 objectives

Each focus area has its own objectives, projects, and KPIs to ensure that the strategy is comprehensive and effective.

Who is the Education Business Continuity Plan template for?

This Education Business Continuity Plan template is for educational institutions, schools, and universities that are looking to develop their business continuity plans. This template provides a framework for defining focus areas and objectives, setting measurable targets (KPIs), implementing related projects, and tracking results.

1. Define clear examples of your focus areas

Focus areas are the areas of your organization that need to be addressed in order to achieve the objectives of your business continuity plan. Examples of strategic focus areas that could fall under an Education Business Continuity Plan could be: Continuity of Academic Programs, Continuity of Student Services, and Continuity of Administrative Operations.

2. Think about the objectives that could fall under that focus area

Objectives are the goals you want to achieve within each focus area. Examples of some objectives for the focus area of Continuity of Academic Programs could be: Ensure students are not adversely impacted, and Monitor student progress.

3. Set measurable targets (KPIs) to tackle the objective

KPIs (key performance indicators) are measurable targets that can be used to track progress towards achieving objectives. Examples of KPIs may include the number of online courses, the number of students using a tracking system, or the number of student inquiries.

4. Implement related projects to achieve the KPIs

Projects (actions) are the activities that need to be implemented in order to achieve the KPIs. Examples of projects may include online learning, an online tracking system, or a student support services helpline.

5. Utilize Cascade Strategy Execution Platform to see faster results from your strategy

Cascade Strategy Execution Platform is a solution that helps educational institutions, schools, and universities to develop and manage their business continuity plans. Cascade’s intuitive platform helps to define focus areas and objectives, set measurable targets (KPIs), implement related projects, and track results.

Risk & Compliance   

Risk & Compliance: Developing a Business Continuity Plan

A comprehensive plan that enables a school’s core offerings to continue after an emergency can not only save time and money during the recovery, but also foster community and connections..

May 17, 2018

From the May/June 2018 Net Assets Magazine.

Article by Chris Joffe, Joffe Emergency Services

Most independent schools have an emergency response plan and crisis communications plan, but significantly fewer have a business continuity plan outlining how they will continue operating after a natural disaster or on-campus crime. Many of those that have started such a plan not completed it.

We worked with one school that had to close for the first four days of the school year due to daily credible bomb threats.

Developing a solid business continuity plan can pay off. We worked with one school that had to close for the first four days of the school year due to daily credible bomb threats. By the end of the week, the school had set up age-appropriate rooms in a hotel conference space for some of the younger students while it continued to work out safety and security on campus.

Start the planning process with the head of school and the business office. Ask, “What makes our school unique?” and build a plan that enables key functions — whether they include athletics programs or academics or just business and operational activities — to continue. Don’t be tempted to outsource this task to the IT team; technology is just one essential element of a good recovery plan.

We recommend breaking down a business continuity plan into three sections: people, space and the business office.

How would your school function if a number of and/or staff chose to leave their jobs rather than return after a campus emergency? This happens; younger workers may be tempted to move closer to family, where they feel safer. Consider setting up relationships in advance with organizations like Teachers on Reserve or other substitute organizations. We also recommend using a separate app for communicating with students, families, faculty staff during and after emergencies. Regardless of whether normal email and/or phone systems are working, this alerts parents that the notice is more urgent than usual.

Finding usable space to create connections and warmth in the aftermath of a disaster can be critical. Even a small fire can make parts or all of a school inaccessible. Lockdowns, too, can necessitate a campus shutdown of several days if the school becomes the site of a crime. For most schools, fostering community is one of the most important functions, even important than providing education in some cases. We recommend developing a memorandum of understanding with a local school, hotel, conference or convention center, or other suitable space to ensure you have a place to function for days, months or even years before campus reopens.

Business Office

Work with secure cloud-based systems to build in redundancies and avoid a single point of failure. In the aftermath of the northern California wildfires late last year, we worked with several CFOs who resorted to operating out of hotel rooms, with no access to the campus computer through which they normally ran payroll. Simply taking the steps to pay faculty and staff were laborious and prone to error. Likewise, prepare for the possible hack of key business office software. What would you do if such programs went down for a day or even weeks?

We understand that it can be easy for business officers to push the development of a business continuity plan to the back burner. To ensure it happens, try setting goals for certain milestones. For example, schedule a meeting to assess priorities by spring break, develop MoUs before school reopens, etc.

Once you’ve developed your plan, revisit it at least once a year and “tabletop” it, by talking through how the school would respond to a particular disaster. Risk management firms like ours can work with schools to run through different scenarios. We like to do as well as “fun” scenarios, such as a zombie apocalypse, to get people thinking outside the box.

Chris Joffe is CEO of Joffe Emergency Services in Santa Monica, California. He presented with Archer School for Girls at the 2018 NBOA Annual Meeting on “ An Actionable Risk Management Self Study: How Do You Score? ” (Annual Meeting materials available for attendees now and in June, for NBOA members as well). 

Download a PDF of this article.

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Business continuity focuses on planning efforts that keep Harvard’s critical functions operational during and after disruptive incidents. It connects the emergency response and recovery phases in the emergency management cycle.

Proper business continuity planning improves Harvard's chance of minimizing losses from interruptions by keeping business like teaching and research running.

Schools and departments can use our central tools, templates, applications, and support to help develop their own business continuity program and plan.

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Business Continuity Planning for Schools

Keep your community functioning in the days after an emergency.

When it comes to emergency preparedness, we understandably prioritize commodities that will help us to avoid or minimize risk, and then on those that can aid in responding effectively when “it” happens. These are important considerations which all schools must address through effective planning, training and resource development. However, an often overlooked component of a comprehensive safety strategy is Business Continuity Planning (BCP). In this critical phase, we ask the question that eventually arises after an emergency: What Now?

BCP outlines the people, relationships and tools which enable schools to continue to serve as an educational institute and stronghold of our community after disaster strikes. They address the who, what, where, when and how of thriving under unusual conditions and with limited resources. This is accomplished through the identification of our critical functions and the creation of multiple layers of redundancy. Over the course of Business Continuity Planning, we’ll ask and answer 100 macro questions and 1000 micro ones, but the conversation has to start somewhere. What follows here are the top 5 issues schools can tackle to get the ball rolling:

• What does leadership look like before, during and after an emergency? If our Incident Commander is compromised, who is next in line?  And after that? Create a succession list of at least five leadership tiers to ensure there’s always someone at the helm.
• Where do we go if we can’t come back? If our campus is not accessible after an emergency, do we have formal agreements in place for a short term solution? Long term? Finding alternative space for leadership and / or the entire school community can be a challenge. Identify spaces with the resources needed to function as your HQ or backup learning site.
• How do we continue to educate our students? Whether it’s setting up temporary classrooms at a backup facility or teaching remotely via an online module, we need to outline the strategy for connecting educators with students and ensuring access to our our rosters, lesson plans and other teaching resources.  Speaking of teaching resources, we can’t assume that staffing will be at 100% following an emergency. In fact, losing access to up to a quarter of your people is a best case scenario. Having a plan in place to bring in established substitutes or additional support from agencies such as Teachers on Reserve can make all the difference.
• How robust is our technology?  Fortunately, data redundancy is inherent to most tech departments. Most critical information lives in the cloud or is backed up on multiple servers.  Finding out what information and processes live where and ensuring that the right people can access them if your primary server go down can mean the difference between being back online in 24 hours or 72 hours. This process also involves vetting your software vendors to ensure they are as prepared as you.
• What partnerships can we foster to ensure the community thrives?  A Memorandum of Understanding (MOU) will serve as your formal agreement with facilities, supply vendors, staffing agencies, service providers, communication firms and other resources. Identifying those partners who are willing and able to support you can be a daunting task. And, the parameters for who you can rely on shift depending on whether the emergency is local, statewide or even national. Factor in your likely risks and prioritize your partnerships accordingly.

Finally, because we all share a sense of stewardship to the community, consider the role you can play in helping your neighbors, other schools, organizations and families as they plan for their continuity.  Your campus, your people and other resources may be positioned to shelter, feed and otherwise sustain others. However, we can only get so far with good intentions. Planning ahead to determine how your space, supplies and people can stretch to serve as a community center during a crisis is key. The work is well worth the effort and can help create stronger partnerships.  We are after all, Safer Together.

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Business continuity or disaster recovery plan: guidance and template.

Make sure you have plans in place to deal with any disruption to your normal activities. Find out what your plan should cover and use our template to help you. Also see examples from other schools and trusts.

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Business Continuity Planning

Organize a business continuity team and compile a  business continuity plan  to manage a business disruption. Learn more about how to put together and test a business continuity plan with the videos below.

Business Continuity Plan Supporting Resources

• Business Continuity Plan Situation Manual
• Business Continuity Plan Test Exercise Planner Instructions
• Business Continuity Plan Test Facilitator and Evaluator Handbook

Business Continuity Training Videos

The Business Continuity Planning Suite is no longer supported or available for download.

Business Continuity Training Introduction

An overview of the concepts detailed within this training. Also, included is a humorous, short video that introduces viewers to the concept of business continuity planning and highlights the benefits of having a plan. Two men in an elevator experience a spectrum of disasters from a loss of power, to rain, fire, and a human threat. One man is prepared for each disaster and the other is not.

View on YouTube

Business Continuity Training Part 1: What is Business Continuity Planning?

An explanation of what business continuity planning means and what it entails to create a business continuity plan. This segment also incorporates an interview with a company that has successfully implemented a business continuity plan and includes a discussion about what business continuity planning means to them.

Business Continuity Training Part 2: Why is Business Continuity Planning Important?

An examination of the value a business continuity plan can bring to an organization. This segment also incorporates an interview with a company that has successfully implemented a business continuity plan and includes a discussion about how business continuity planning has been valuable to them.

Business Continuity Training Part 3: What's the Business Continuity Planning Process?

An overview of the business continuity planning process. This segment also incorporates an interview with a company about its process of successfully implementing a business continuity plan.

Business Continuity Training Part 3: Planning Process Step 1

The first of six steps addressed in this Business Continuity Training, which detail the process of building a business continuity plan. This step addresses how organizations should “prepare” to create a business continuity plan.

Business Continuity Training Part 3: Planning Process Step 2

The second of six steps addressed in this Business Continuity Training, which detail the process of building a business continuity plan. This step addresses how organizations should “define” their business continuity plan objectives.

Business Continuity Training Part 3: Planning Process Step 3

The third of six steps addressed in this Business Continuity Training, which detail the process of building a business continuity plan. This step addresses how organizations should “identify” and prioritize potential risks and impacts.

Business Continuity Training Part 3: Planning Process Step 4

The fourth of six steps addressed in this Business Continuity Training, which detail the process of building a business continuity plan. This step addresses how organizations should “develop” business continuity strategies.

Business Continuity Training Part 3: Planning Process Step 5

The fifth of six steps addressed in this Business Continuity Training, which detail the process of building a business continuity plan. This step addresses how organizations should define their “teams” and tasks.

Business Continuity Training Part 3: Planning Process Step 6

The sixth of six steps addressed in this Business Continuity Training, which detail the process of building a business continuity plan. This step addresses how organizations should “test” their business continuity plans. View on YouTube

Last Updated: 12/21/2023

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Free Business Continuity Plan Templates

By Andy Marker | October 23, 2018

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In this article, you’ll find the most useful free, downloadable business continuity plan (BCP) templates, in Microsoft Word, PowerPoint, and PDF formats. Customize the templates to fit the needs of your business, ensuring you maintain critical operations at all times.

Included on this page, you’ll find a business continuity plan template , a small business continuity plan template , a business continuity framework template , and more.

Business Continuity Plan Template

Download Business Continuity Plan Template

Word | PowerPoint | PDF  | Smartsheet

Use this template to document and track your business operations in the event of a disruption or disaster to maintain critical processes. With space to record business function recovery priorities, recovery plans, and alternate site locations, this template allows you to plan efficiently for disruption and minimize downtime, so your business maintains optimal efficiency. This template is available for download in Microsoft Word, PowerPoint, and PDF formats.

Additionally, you can learn the definition of a business continuity plan, the steps involved in business continuity planning, as well as about the business continuity lifecycle in our article about business continuity planning .

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IT Service Continuity Plan Template

Download IT Service Continuity Plan Template

This template is geared specifically to IT business operations and aims to maintain IT processes despite any possible harmful disruption. Use this template to document recovery objectives, teams, and strategies in order to accurately capture all facets of the continuity plan needed for an IT team. This template is available in both Word and PDF formats.

Business Continuity Framework Template

Download Business Continuity Framework Template

Word | PowerPoint | PDF

This template outlines the structure involved in creating a business continuity plan. It provides an easy, comprehensive way to detail the steps that will comprise your unique BCP. Use this template to plan each phase of a typical BCP, including the business impact analysis, recovery strategies, and plan development. This template can serve as an overall framework for your larger BCP plan.

Business Continuity Program Template

Download Business Continuity Program Template

Similar to the business continuity plan template, this template documents the steps involved in maintaining normal business operations during an unplanned disruption or disaster. Using this template, you can plan out the critical elements needed to continue business as usual, including recovery priorities, backup and restoration plans, and alternate site locations. This template is available for download in both Microsoft Word and PDF formats.

Business Continuity Procedure Template

Download Business Continuity Procedure Template

Much like the business continuity framework template, this template helps users create a thorough, streamlined BCP by detailing the procedure involved in creating and maintaining a plan, as well as implementing one. Use this template to document everything from a business impact analysis to plan development, plan testing, and exercises. Download this template in Microsoft Word, PowerPoint, or PDF to get started.

Business Continuity Plan Template for Nonprofits

Download Business Continuity Plan Template for Nonprofits

In the event of a disruption in business that affects your nonprofit organization, use this template to document a business recovery strategy, identify alternate business locations, and effectively plan for inevitable business downtime. This template is available for download in Microsoft Word and PDF formats.

School Business Continuity Plan Template

Download School Business Continuity Plan Template

Plan for disruptions in regular school activities and operations in the event of emergency or crisis with this helpful template. This template, designed with schools, colleges, and universities in mind, allows you to prioritize operations and responses, identify important phases of recovery, design a restoration plan, and more.

Small Business Continuity Plan Template

Download Small Business Continuity Plan Template

Record your business recovery priorities, identify alternate site locations to conduct business, create recovery teams, and assign recovery responsibilities to specific team members with this continuity plan for small businesses. Ensure that you are able to maintain critical processes and minimize downtime so your business can keep moving forward.

SaaS Business Continuity Plan Template

Download SaaS Business Continuity Plan Template

Use this business continuity plan template to keep your SaaS business productive and efficient, despite any unforeseen events or disruptions. With space to record everything from recovery procedures and strategies to relocation strategies and alternate site locations, you’ll be able to keep business moving and remain productive during a crisis or disruption.

Business Continuity Plan Template for Medical Practices

Download Business Continuity Plan Template for Medical Practices

Identify risk strategies for specific areas of business, like clinical, finance and operations, and IT, designate specific recovery strategies, and prioritize the most important, mission-critical operations for your medical practice with this complete business continuity plan template.

Business Continuity Plan Template for Healthcare Organizations

Download Business Continuity Plan Template for Healthcare Organizations

Some businesses, like healthcare organizations, rely on critical processes and procedures to maintain productivity and keep both patients and staff safe. To ensure these processes are followed — even during a business disruption — use this business continuity plan template to identify all potential risks, create mitigation plans, and assign tasks to key team members.

Activities to Complete Before Writing the Business Continuity Plan

Certain steps can help you prepare to write a business continuity plan. See our article on how to write a business continuity plan to learn more.

Common Structure of a Business Continuity Plan

Every business continuity plan should include certain common elements. See our article on how to write a business continuity plan to learn more.

Tips For Writing Your Business Continuity Plan

Business continuity experts have gathered time-tested tips for business continuity planning. See our article on how to write a business continuity plan to learn more.

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Business Continuity Planning for Schools

Apr 12, 2024

In today’s bulletin, Charlie looks at the importance of business continuity plans in schools and discusses some of the events that schools should be planning for.

Over the last few weeks, I have been working with an Academy Trust that has a number of primary and secondary schools, and I thought this week I would share what I have learned from doing this work. First of all, when working within education, you must look at the threats. Schools face a wide variety of threats which don’t all fit neatly into the box of business continuity. Schools should have business continuity plans in place, as we know that any disruption to children’s education can have a lasting impact. In my workshops last week, we discussed that more than a 10% loss of teaching time would have an adverse effect. I have read articles stating that even a day or two of lost schooling, especially during the height of COVID, has an effect on a child’s education.

If we look at business continuity, then there is the threat of the loss of buildings, which are essential for the delivery of education. Children can’t, in the same way as adults, work from home if their building is not available. Some can, but teachers and pupils are not geared up for this. Schools do regularly burn down. I am not sure whether the loss of school buildings is more common than the chance of a normal building burning down, but perhaps we notice it more, and it is more likely to be in the media if it is a school. In addition to classrooms, which are perhaps reasonably easy to replicate, especially at secondary level, schools have specialist classrooms such as those for food and technology, technical and music rooms, science labs, as well as large spaces for PE, assemblies, and theatrical productions. Besides the ‘normal’ threats of fire and flood, both internal and external, there are issues around the maintenance of the building. Some schools are poorly maintained, old, with obsolete facilities such as catering and heating, and may have hazards such as asbestos or RAC. In our business continuity planning, we need to develop strategies for the loss of a whole school building as well as part of the building. We also need to consider the question of losing the facilities within a school, such as a specialist classroom, catering facilities, as well as utilities.

Looking at the loss of suppliers and people, the risk is a lot lower and not so impactful as the loss of a building. Schools often have to use supply teachers or staff, so there is a ready pool of people who can replace staff if they are not available. The loss of a supplier could be more problematic, especially if they supply maintenance services or catering, but temporary services can be quickly acquired, although there would be an increase in their cost. I am still trying to understand the impact of the loss of IT on a school’s operation. There is a lot of information held on students, especially concerning safeguarding and medical conditions, but I am unsure whether these need to be regularly accessed on IT or if the information is accessed periodically. Lack of IT could lead to a possible lack of reporting on various government statistics, but if done manually, these could be re-entered into the system and wouldn’t stop the delivery of education to students.

If you are planning business continuity for schools, you also need to look at two other areas which complement business continuity: crisis management and emergency response. All schools, as part of their health and safety provision, will have a fire evacuation plan, and this needs to be regularly practiced. What I have seen is that once all students and staff have been evacuated to the fire evacuation point, there is little planning beyond this. If there is a fire in a school building on a freezing, rainy, winter’s day, those who have evacuated will not be able to stay at the evacuation point for long before they get cold. Small children are not good in the cold and wet. Schools need to have a ‘place of safety’ where students and staff can be in shelter before they can go home or are picked up by their parents. The wait could be for hours. For some schools, there is an obvious place of safety with a nearby church, leisure centre, or another school, but in rural schools, there may not be any appropriate place. Fire evacuation training needs to include the full end-to-end process of getting pupils and staff home, not just getting to the fire evacuation point and accounting for all those who have been evacuated.

In the UK, unlike the USA, we do not have the same threat of a school shooter, but there is a need to think through the security of entry into the school premises and to be able to enact a school lockdown. Lockdown may need to be enacted for parental disputes with the school or external people to the school wanting to harm a student in the school. Martyn’s Law, pending UK-wide legislation, will place a requirement on those responsible for certain publicly accessible locations, including schools, to consider the threat from terrorism and implement appropriate and proportionate mitigation measures. The law will require further planning in schools for both implementing physical security and planning for the response to an incident.

If there is a death or serious injury in a school involving students or staff, then those running the school should have a plan of how they would deal with it. This needs to include the immediate response such as phoning the emergency services but also how the incident is dealt with sensitively over the longer term. Included within a plan could be who and how to tell the school community about the event, how to manage spontaneous shrines and flowers, and how to deal with anniversaries of the event. As well as having a plan for an accident on the school premises, there is also the need for an incident plan off-premises, especially during a school-organised trip, either for sport in the UK or abroad, or a residential visit.

Schools also need to have a crisis plan. This could be at the academy trust level or for individual schools. Events such as the religious education teacher from Batley Grammar School in West Yorkshire who had to go into hiding after protests which accused him of showing pictures of the Prophet Muhammad have to be managed sensitively, appropriately, and with fine judgment. There have been other protests at schools over local school issues: either new school rules, teaching on subjects such as relationship and sex, or wider issues such as the closing of Barclay Primary School in East London after pro-Palestinian protests outside the school. Culture war issues can very quickly flare up into parent, local community, and student protests outside a school, and school or academy trusts have to have crisis plans and training for dealing with them.

Any issue, incident, or crisis around young people is more likely to be in the news, so there will be greater scrutiny of the response and the planning for the event. Planning for an event and then training and exercising staff in a wide variety of different threat is key to protecting those in schools.

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Here’s A Business Continuity Plan Template for Higher Education

• January 2, 2023

The Need for Business Continuity Planning in Schools

Colleges, universities, and schools at all levels are deeply invested in the digital age. And, the pandemic added another layer of complexity and challenges. We have seen how campus outbreaks can disrupt semesters and require schools to switch to remote learning. As such, there is an increased dependency on IT.

The increased use and dependency, in turn, have resulted in a new vulnerability. The education sector and its students face a wide variety of dangers and threats. Those threats are common to all educational institutions and government agencies, and breaches have already resulted in disruption of operations and extortion payments  to cyber criminals.

Business continuity in higher education today requires a recognition of those dangers to ensure that schools can continue operating after an unexpected disaster. Likewise, disaster recovery planning relies on a realistic assessment of risks, an understanding of the impact of the service disruption, and the vital role of  data backup  as the final line of defense against IT disruption—i.e., viruses and ransomware.

The following business continuity plan template for higher education provides a basic guide for administrators to outline their continuity strategy and systems.

Sample Business Continuity Plan Template for Higher Education

I. objectives of the bcp.

Purpose : To outline the goals and scope of the plan.

Use this section to describe the overall goals of the plan. Set forth the scope of the planning, what it aims to achieve and why the planning is necessary. This section ensures that all parties understand what is (and what isn’t) covered by the plan, and it also helps to keep the planning on track.

For example, if the plan will only focus on information technology-related disasters as they relate to school operations, rather than the human element of crisis management (i.e. safeguarding staff and students from natural disasters, active-shooter situations, etc.), then this should be spelled out within the Objectives.

II. Stakeholder Contacts

Purpose : To identify who is responsible for the business continuity plan, which school administrators or stakeholders need to be contacted in a disaster and/or the priority of that communication.

This section of the education continuity plan identifies key stakeholders, principals, disaster recovery teams or those who oversee the planning. Usually, this list is relatively short, as it is intended to identify only those who are critical to the continuity planning, response and recovery. In the Communication section of this template, you’ll outline how to communicate critical messages to other personnel during an active incident.

Here’s an example format of what to include for each contact on this initial list:

• Name of individual
• Job title or role at the college
• Locations (Office & home addresses)
• Phone numbers (work, mobile, home & alternative)
• Email (work, home & alternative)
• Messaging handles (i.e. Slack, Skype, etc.)

III. Comprehensive Risk Assessment

Purpose : To identify and describe the types of incidents that are most likely to disrupt the university’s operations or ability to maintain continuity.

This vital section should outline the myriad disaster scenarios (large and small) that pose a threat to your school and/or your critical IT systems. Some schools may opt for combining this section into a matrix with information from the following section , IV. Business Impact Analysis . Regardless of what format is used for the template, it is most important that each risk is clearly defined.

For example:

• Identify the risk / disruption type (e.g., a ransomware attack on the college’s computer systems)
• Description of the event (data encryption on devices and/or servers)
• Impact of event (loss of access to data and computer systems; inability to access email or network files; disruption to all web-based services as well as classes)

IV. Business Impact Analysis

Purpose:  To assess the specific impact of each disaster, in terms of costs and consequences in the immediate and long-term. This could include costs due to data loss, hardware replacement, loss of school revenue, etc.

In many business continuity plans for higher education (as well as for other organizations), it makes sense to rate the severity of each possible incident on a scale of 1 to 5, based on its likelihood of occurring. This provides a quick and easy-to-understand format for planners to evaluate when determining where to prioritize disaster-recovery resources.

Example structure:

V. Prevention

Purpose : To identify steps and systems that have been implemented (or will be) to prevent the identified incidents from occurring (or to minimize their impact).

This section aims to define the existing solutions that help to prevent or mitigate an operational disruption at the university. This section is vital because school administrators and stakeholders must have knowledge on what’s being done to prevent disruptions from occurring. This section should thus describe each preventative system in detail, and any new measures should be added to the business continuity plan over time.

Structure this section into categories when applicable. For example:

• Information systems, such as  data backup & disaster recovery solutions , anti-malware software, network firewalls, etc.
• Preventative alarms and equipment, such as smoke detectors, fire suppression systems in server rooms, etc.
• Physical security and surveillance measures—e.g., campus police patrols and spot checks

VI. Immediate Response

Purpose : To instruct personnel on how to respond to the various disaster incidents, step by step.

This section defines the crucial first steps that should follow a disruptive incident, as they apply to each type of event outlined above. Keep in mind that these crucial moments after a disaster will largely influence how effective the overall recovery will be.

Depending on plan objectives, this section could apply to all school personnel or be limited to the response of a school’s designated recovery team. Include the specific protocols for each type of incident that you included in the risk assessment section:

• Identify the specific scenarios that must occur for these response protocols to be activated.
• Don’t be vague. Outline the parameters for each disaster, along with the desired response. For example, an employee compromising a batch of student records obviously does not warrant the same response as a campus-wide ransomware infection.

VII. Full Recovery

Purpose : To outline the additional step-by-step procedures for full recovery of IT systems and/or operations that have been disrupted by the incident.

Recovery protocols are different from the immediate response. These protocols help to outline the steps that will fully restore affected operations, which could take days, weeks, months or even years, depending on the severity of the incident.

Specify the steps for each type of disaster scenario. For example:

• Give clear procedures for recovery, assigned to the specific teams or personnel who must follow them.
• For IT systems, identify objectives for how and when those systems must be recovered to avoid further damage, i.e. a recovery time objective (RTO) for restoring a failed server or a recovery point objective (RPO) for restoring the most recent data backup.

VIII. Secondary Assets, Equipment, Locations

Purpose : To identify critical backup assets that can be used to maintain operations if primary assets are destroyed or inaccessible.

This section is the essential “Plan B” for your school’s most critical operations. It outlines the secondary equipment and processes that must be in place in order for the college to continue operating in the event that primary assets are no longer an option.

Examples include:

• Secondary locations for critical operations or classes
• Remote learning systems that can be used if in-person classes are not possible
• Availability of replacement or mobility of current computers, devices and other equipment
• Utility redundancy, such as backup power generators or telecommunications / ISP lines

IX. Communication

Purpose : To ensure that communication can continue during a disruptive event.

This section outlines the systems and methods that the school will use to continue communication to all affected parties, whether its staff, the student body or the entire campus. How will recovery teams communicate with each other? How will students stay informed of updates if classes are moved or postponed? How will professors communicate updates to students if primary systems such as email are down?

Identify all relevant communications systems, methods and protocols:

• Emergency alert systems, i.e. SMS, school website, email network, etc.
• Procedures for communication between recovery personnel
• Processes for communicating with external parties, such as authorities, board members, vendors, media, etc.

X. Ongoing Review

Purpose : To define how and when the college’s business continuity plan should be reviewed and updated over time.

In our business continuity plan template for education, we’ve included this section at the end – but it can also be incorporated into the Objectives at the beginning. The key goal of this section is ensuring that the document doesn’t become out of date. It ensures that the plan is always accurate and that any new or outstanding vulnerabilities are addressed in a timely manner.

Stronger data protection needed in Education

Get more guidance on implementing stronger continuity planning and systems for your college, university or K-12 school system. Request a free demo  of advanced data backup solutions that can protect against data loss, ransomware and downtime. Or for more information, contact our business continuity experts at Invenio IT: call (646) 395-1170 or email at  [email protected] .

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Adapting the Curriculum for the Future of Business

• The University of Illinois’ Gies College of Business used the reaccreditation process to assess where it is now and identify strategies it will pursue in the coming year.
• The college is creating more offerings that are accessible online and that appeal to a wide range of tech-savvy learners who are looking for flexible learning models.
• The school also is investing in specialized faculty—some of them alumni—who possess deep knowledge in high-demand areas.

  Business schools are facing pressure to adapt to a rapidly changing business environment marked by technological advancements, globalization, and emerging high-growth industries. This requires us to take a critical look at how and what we teach.

To thrive in the years to come, business schools must find ways to reach new learners, meet them where they are, and deliver instruction that is more personal, engaging, and impactful than they can find elsewhere.

At the University of Illinois’ Gies College of Business in Urbana-Champaign, we recently underwent AACSB’s reaccreditation process. This experience gave us a chance to take stock of where we’ve been, where we want to go, and how we want to get there. It allowed us to reassess priorities, gauge our progress, and redouble our efforts. It also reinforced our belief that we’re headed in the right direction.

I think the entire business school community should consider taking a similar pause for reflection—whether as part of an accreditation effort or as a component of ongoing strategic planning. By identifying our strengths, addressing our weaknesses, and looking toward the future, we can collectively prepare our students and our institutions to thrive.

What We Learned

For the Gies College, reaccreditation provided the perfect opportunity for reflection and evaluation. In particular, it gave us clarity in four specific areas.

It showed us how our investments in strategic curricular innovation and management have paid off. In early 2022, we created a Content and Educational Portfolio Strategy unit charged with ensuring that our content is grounded in research and focused on learning objectives and outcomes. This unit has helped departments and individual faculty create materials that are based on learning theory and provide consistent experiences across courses. We are pleased with our results so far and plan to continue investing in this area as we roll into our next accreditation cycle.

It helped us identify challenges and opportunities. These include hiring and developing faulty, diversifying our mix of international students, and maintaining educational quality and meaningful networks in online programs. Because we offer extensive online programming, that last challenge is especially important for us. We know that online learners have very different educational experiences than traditional undergraduates, so we look for ways to make those experiences engaging and give alumni reasons to stay connected with our school.

It led us to consider how we incorporate societal impact into our strategic goals. AACSB encourages schools to select one or two areas of focus and measure the impact of their scholarship, programming, and engagement activities in these areas. While we believe many of the activities at Gies already have positive social, economic, and environmental impacts, we realized we could improve how well we set our goals and measure our results.

When we identify our strengths, address our weaknesses, and look toward the future, we can collectively prepare our students and our institutions to thrive.

It highlighted three key strategies we should follow in the coming year. We have determined that we must broaden the appeal and accessibility of our offerings, invest in specialized faculty, and embrace innovative teaching methods.

I believe, in fact, that all business schools could benefit from adopting these three strategies. Here, I outline the plans that Gies is making and offer suggestions for other schools interested in following the same path.

Creating Accessible Offerings

Today’s business school curriculum needs to appeal to a wide range of tech-savvy learners—from young adults to seasoned professionals—who are looking for flexible learning models that fit into their busy lives. We must meet them where they are. Nowadays, that could be online, on the road, or around the globe in their full-time jobs.

At the Gies College, we recognized this shift eight years ago and began diversifying our offerings beyond traditional on-campus degrees. We first directed our time and resources toward creating a more accessible offering with global reach, and we launched our online iMBA in 2016. To date, more than 5,600 graduates have earned an MBA through our online program, and 3,700 more currently are enrolled in the program.

We learned from this experience that there’s a nearly insatiable demand for all types of flexible, affordable learning. This realization inspired us to expand our online offerings to three advanced degrees; so far, these have served more than 5,300 learners from 97 countries. We’ve also launched 13 fully online graduate certificates and moved our business minor online to make it more accessible to all students on campus. This past year, nearly 3,000 University of Illinois students were enrolled in the business minor, up from about 1,600 students four years ago.

One of our key strategies has been making certificates and degrees stackable. This modular approach allows learners to test the waters of online education and use bite-sized chunks of knowledge to explore new interests and develop valuable skills.

My advice for other schools: Center your strategies on the evolving needs of learners. Determine what aligns with your institutional goals and how you can best serve the learners in your sphere of influence. By improving accessibility, you will be able to attract a much larger, high-performing global student population.

Capitalizing on Specialized Knowledge

As the business world becomes more complex—driven by a global workforce, new technologies, and evolving market dynamics—business schools must adapt their curricula strategically. This often means investing in specialized faculty and centers of excellence. At Gies College, we have found four ways to benefit from our deep knowledge in specific areas.

First, we had our Department of Accountancy appoint its first-ever specialized faculty associate head. Part of his job is to oversee 36 instructors who integrate real-world experience into the classroom. These instructors, many of them alumni, are long-time industry professionals who have come back full-time to teach. Classified as specialized faculty, these “teaching-first” instructors are critically important to the learner experience. Because they don’t have heavy research agendas, they can take on much larger course loads and make an outsized impact on our learners.

To navigate the changing business landscape, you’ll likely need to hire new faculty experts and adjust your curriculum, but that doesn’t mean you need to start from scratch.

Second, we launched the Gies Business Health Initiative, capitalizing on the research of our professors who focus on areas such as health economics, operations, and analytics. In their work, they have examined the impact of climate change on wealth and longevity, and they have developed a model to help physicians and hospitals better rationalize state-of-the-art surgical care.

Third, we established the Disruption Lab, which explores disruptive technologies such as blockchain, NFTs, virtual reality, and quantum computing.

Fourth, we began tracking how our faculty research aligns with our institutional goals. For example, we discovered that more than 70 percent of our faculty—including many tenured professors—conduct research related to the United Nations Sustainable Development Goals.

My advice for other schools: To navigate the changing business landscape, you’ll likely need to hire new faculty experts and adjust your curriculum, but that doesn’t mean you need to start from scratch to get in the game. Identify how your faculty’s current expertise aligns with emerging high-growth industries. Cultivate research excellence and innovation, and don’t be afraid to explore research areas that go beyond a business school’s typical topic areas. By codifying and branding these efforts, you can highlight the ways your curriculum anticipates major business trends.

And don’t hesitate to turn to your alumni for guidance and financial support. In our case, alumni have funded dozens of research grants over the last few years, including one that created the Gies Consumer and Small Business Credit Panel. This tool uses a dataset that combines individual-level data on small business loans, personal credit, and alternative credit to study topical subjects such as unequal access to financing by women and minorities.

Investing in Instructional Excellence

While it is essential to keep up with business and educational trends, we must be careful if we are simultaneously bringing in new faculty, expanding areas of expertise, and shifting to online learning models. We don’t want to create a mishmash of teaching methods and outcomes. It would be easy for us to be pulled in many different strategic directions, but we must maintain a laser focus on our collective goal—educating the next generation of business leaders.

One way we’ve prioritized instructional excellence at Gies is by expanding our Teaching and Learning (T&L) unit. This dedicated group provides expertise, advice, and support in instructional design, learning technologies, and best practices for teaching and learning. It helps faculty create new courses, certificates, videos, credentials, and other learning materials—taking them from course creation to delivery. The team also helps teachers structure courses in ways that mitigate test anxiety and make classes more effective.

It would be easy for us to be pulled in many different strategic directions, but we must maintain a laser focus on our collective goal—educating the next generation of business leaders.

In addition, the T&L unit provides a platform that faculty can use to explore innovative teaching methods and emerging technologies such as artificial intelligence. On the platform, faculty can find research on the impact of generative AI on online learning, information about scaling AI-powered feedback, and tips for developing an AI-assisted grading tool.

Many of our faculty already are exploring the possibilities of AI in education. For instance, Robert Brunner, Gies’ associate dean for innovation and chief disruption officer, is currently using AI technology to build his latest course on Emerging Technology and Disruption. Students in the course have the opportunity to learn from AI and understand how they can adapt it to advance their careers.

My advice for other schools: Recruit professors who have a passion for student engagement. At the same time, equip all faculty with the tools to excel in hybrid and online classrooms, and be certain that support is highly visible. Make it clear that a commitment to student engagement and an ease with technology can be factors in faculty advancement.

Innovating and Evolving

In summary, balancing strategic growth with a commitment to teaching excellence is critical to every business school’s success. By offering flexible, accessible learning models that cater to the diverse needs of today’s tech-savvy students, we can ensure our degrees and credentials remain relevant and impactful in the years to come.

Let’s continue to innovate, experiment, and evolve, meeting our learners where they are and empowering them to succeed in this dynamic business world.

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• administration
• faculty engagement
• future of business education
• online learning