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Children's therapies, early intervention services

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Children’s Services Clearbrook provides services to support children and their families. From birth to age 17, Clearbrook helps children and their families live life to the fullest. for birth through age 5 Child & Family Connections (CFC) The “Front Door” for accessing Early Intervention services for children from birth to age three with developmental delays.

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Immigration is a traumatic experience for many immigrant families and children. Fleeing persecution or natural disasters, experiencing violence during their journey , and the stress of adjusting to a new life in the U.S. can take a toll on mental health. The ILC Public Education Institute has compiled these articles, videos and other resources to help. Search below or use the " B rowse " tab to explore a list of all available options.

To receive quarterly updates featuring new free resources, sign up here.

Guide to supporting immigrant students and families amid the "silent crisis" caused by tightened immigration policies and uncertainty

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Immigrant Trauma and Mental Health > The Immigrant Learning Center

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IDHS: Women, Infants, and Children (WIC)

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Illinois WIC remains committed to serving families and continuing daily operations during the COVID-19 pandemic. Please be aware WIC local agencies have been given the flexibility to complete WIC appointments over the telephone. WIC operations will vary by local agency so please contact your local W…

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CARPLS offers free legal advice to Chicago area residents. Everyday justice for everyday people. Call our hotline at 312-738-9200 for help.

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If you or someone you know is in need of connections to legal and community services throughout Illinois, call us at our 24/7/365 Help Not Jail hotline, 1-800-LAWREP4 (I-800-529-7374) to connect with a hotline responder.

Please note: FDLA will not respond to legal inquires through this form submission. Call 1-800-LAWREP4 if you need a legal or community connection.

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If you or someone you know is in need of connections to legal and community services throughout Illinois, call us at our 24/7/365 Help Not Jail hotline, 1-800-LAWREP4 (I-800-529-7374) to connect with a hotline responder. Please note: FDLA will not respond to legal inquires through this form submission.

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ILAO members who are legal professionals, law students, or navigators, may:

- Add or edit job postings
- Post events to ILAO's community calendar
- Manage your nonprofit's profile

Legal aid advocates may also:

- Engage in discussion groups
- Access the IICLEⓇ Online Library
- Edit legal articles

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ILAO members who are legal professionals, law students, or navigators, may: - Add or edit job postings - Post events to ILAO's community calendar - Manage your nonprofit's profile Legal aid advocates may also: - Engage in discussion groups - Access the IICLEⓇ Online Library - Edit legal articles

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IL State Board of Education Family and Community Engagement

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IL State Board of Education Family and Community Engagement

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​​

It is widely acknowledged that ​learning begins at birth and takes place in the home, school, and community. Meaningful family engagement is based on the premise that parents, educators, and community members share responsibility for the academic, physical, social, emotional, and behavioral development of youth. Family engagement is fostered through a deliberate process that is embraced throughout the school. It empowers adults to jointly support student growth, addresses any barriers to learning, and ensures college and career readiness. Foremost, effective family engagement systems, policies and practices are mindful of diverse school-communities that are rich in language, culture, and school experiences. They are responsive to student and family needs.​​

​The Illinois State Board of Education (ISBE), the Learning Technology Center, and other Illinois Educational Advocacy groups host a monthly virtual networking series for parents, caregivers, and community-facing personnel across the state. Meetings will focus on capacity building, networking, sharing best practices, and empowering attendees with the tools and skills needed to make an even greater impact in their communities.

Why do we engage families?

The Illinois State Board of Education works to ensure that every student is prepared to succeed in careers and postsecondary education. Likewise, parents and communities also share the same desires for their children. When families, schools and communities partner in promoting learning and healthy development for all children, schools thrive and student outcomes increase. Research indicates that when parents are engaged with their children's education, whether in school or at home, students do better academically. Regardless of socio-economic background, students with involved parents are more likely to earn high grades and test scores, enroll in higher level programs, attend school regularly, show improved behavior, and develop better social skills (Henderson & Mapp, 2002).

Where do partnerships with families happen?

Integrating family engagement efforts with learning and healthy development is important to achieving positive student outcomes. Multiple opportunities exist for districts and schools to partner with families which include but are not limited to:

promoting academic, physical, social, emotional, behavioral development and a positive school climate

engaging and re-engaging learners

addressing barriers to learning

Family engagement efforts are integrated and/or supported by the 8 Essential Elements for Effective Education. The elements provide a framework for building successful school systems and implementing a continuous school improvement process. The 8 Essential Elements adopted by ISBE's Statewide System of Support include: Comprehensive Planning, Curriculum, I​nstruction, Assessment, Leadership, Conditions for Learning, Professional Development, and Family and Community. Families are engaged in activities related to:

At-home learning opportunities

Promoting family assets

State, district, school, and classroom level opportunities

​Individual educational programming

How to engage families:

Families are engaged by developing family engagement systems, building welcoming and supportive environments, enhancing communication with parents, and including parents in decision making. Effective family engagement efforts occur on an ongoing basis and are embed​​​​​​​​​ded in school policies and practices.Districts an​d schools partner with families by developing family engagement systems, building welcoming and supportive environments, enhancing communication and including parent​​​​​s in decision making. The ways families are engaged occur on a regular basis and are seen across the 8 Essential Elements of effective education. When families, communities, and schools partner to build educational and support systems for children, those systems are stronger and more effective.​​

The term "parent" includes, in addition to a natural parent, a legal guardian or other person standing in loco parentis (such as a grandparent or step parent with whom the child lives, or a person who is legally responsible for the child's welfare). [Section 9101(31), ESEA.]​​​​​​​

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Family and Community Engagement (F.A.C.E.)

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​​ It is widely acknowledged that ​learning begins at birth and takes place in the home, school, and community. Meaningful family engagement is based on the premise that parents, educators, and community members share responsibility for the academic, physical, social, emotional, and behavioral development of youth.

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IL State Board of Education Information for Multilingual Families

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IL State Board of Education Information for Multilingual Families

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Parent Involvement

The No Child Left Behind Act of 2001 (NCLB) defines parental involvement as regular, two-way, and meaningful communication between parents and schools to ensure that parents are full partners in their children's educational experience.

The vision of the Secretary of Education and the Director of the Office of English Language Acquisition (OELA) is that parents, community organizations, and governmental agencies will work together to make sure that no child is left behind. Visit the U.S. Dept. of Education's Family and Community Engagement site for more information.

Within ED

The OELA Parent Involvement Specialist maintains an on-going, working relationship with his counterparts in other program offices, particularly those offices that specifically address parent involvement under NCLB. This includes the Office of Educational Partnerships and Family Involvement; the Office of Elementary and Secondary Education; the Office for Civil Rights; the Office of Safe and Drug Free Schools; and the Center for Faith-Based and Community Initiatives.

External to ED

OELA has established linkages with such organizations as the National Coalition for Parent Involvement in Education (NCPIE), the nation's largest consortium of parent outreach specialists. Included in the membership of NCPIE are such well-known organizations as the National PTA; the Council of Chief State School Officers; the National Education Association; and the National Council of La Raza. OELA will work with this coalition in their efforts to focus on the specific needs of the parents of English learners.

The Plan:

OELA is creating a National Parent Involvement Team consisting of three representatives of State Education Agencies; three members of the staff of OELA's Division of Consolidated State Grants; a representative from the National Clearinghouse for English Language Acquisition; and OELA's Parent Involvement Specialist to further develop this plan.

The following specific support services, information, and resources are either immediately available to State and local educational agencies, or are in the process of development, in pursuit of the effective involvement of the parents of English learners nationwide:

1. A brochure, for distribution, training, and presentation purposes that outlines, in layman's language, the parents' and schools' rights and responsibilities under Title III, NCLB (available in Spanish and English).

2. A National Parent Leadership Training Workshop to facilitate the development of a national cadre of parent leaders to assist parents of English learners to understand their rights and responsibilities under the Law. (This session will be planned in conjunction with the OELA Summit of 2003.)

3. Creation, with the assistance of State Education Agencies, community organizations, Federal government parent specialists, and others, of the National Coalition of Parents of English Learners (NCPELL). The purpose of this organization is to expand the network of parents of ELL's who are knowledgeable about the provisions of and their rights under Title III, NCLB.

4. Print resources, written in a language that parents can understand, to further assist parents to understand their rights and responsibilities under the Law and to assist them in being a resource to their children in the learning process. (Such a document as "Helping Your Child Learn English" is an example of this type of resource.)

5. Continuing communication between the OELA Parent Specialist, OELA's Division of Consolidated State Grants, the National Clearinghouse for English Language Acquisition (NCELA), the National Coalition for Parent Involvement in Education, and (when established), and the State Education Agencies for the purpose of sharing of information on effective parent involvement practices throughout the country.​​​

Statewide Summit for Bilingual Parents

Find resources to get involved with your child's school and engage with your community.

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The No Child Left Behind Act of 2001 (NCLB) defines parental involvement as regular, two-way, and meaningful communication between parents and schools to ensure that parents are full partners in their children's educational experience.

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The obligation not to discriminate based on race, color, or national origin requires public schools to take affirmative steps to ensure that limited English proficient (LEP) students, now more commonly known as English Learner (EL) students or English Language Learners (ELLs), can meaningfully participate in educational programs and services, and to communicate information to LEP parents in a language they can understand. The following materials include information for students and parents, OCR guidance and resources for education officials about their obligations to EL students and LEP parents, and added resources with related information. For Students and Parents For Education Officials Self-Evaluation Materials Related Resources
U.S. Department of Education Resources

U.S. Department of Education Funded Resources and Partnerships

LEP.gov (federal interagency website on limited English proficiency)

U.S. Department of Justice Civil Rights Division

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civil rights; racial discrimination; national origin discrimination; limited english proficient; english (second language); language proficiency; title vi; english learner (el) students; limited english proficient (lep) students; english language learners (ells)

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Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

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OCR resources about civil rights issues regarding English Language Learning and Limited English Proficient students

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If you are looking for State-Specific Directions, ACCESS checklists or Identification and Placement Guidance documents, please visit your member page from the Members/States dropdown.

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If you are looking for State-Specific Directions, ACCESS checklists or Identification and Placement Guidance documents, please visit your member page from the Members/States dropdown.

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Chapter One - Enrolling Your Child in School Chapter Two - Attending School in the United States Chapter Three - Other Educational Programs and Services for Your Child Chapter Four - Finding Extracurricular Activities for Your Child Chapter Five - The Health and Safety of Your Child at School Chapter Six - Helping Your Child Be Successful in School
To request the tool kit in an alternate format as a reasonable accommodation, i.e. Braille, large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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Chapter One - Enrolling Your Child in School Chapter Two - Attending School in the United States Chapter Three - Other Educational Programs and Services for Your Child Chapter Four - Finding Extracurricular Activities for Your Child Chapter Five - The Health and Safety of Your Child at School Chapter Six - Helping Your Child Be Successful in School To request the tool kit in an alternate format as a reasonable accommodation, i.e.

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Starting School in the US: A Guide for Newcomer Families

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Starting School in the US: A Guide for Newcomer Families

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Online directory of local service providers.

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Find free or reduced-cost resources like food, housing, financial assistance, health care, and more.
Help starts here.

34,622,305 people use it (and growing daily)

If you or someone you know is in crisis, call or text 988 to reach the Suicide and Crisis Lifeline, chat with them online via their website, or text HOME to 741741 (multiple languages available). If this is an emergency, call 911.

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findhelp.org by findhelp - Search and Connect to Social Care

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Search and connect to support. Find financial assistance, food pantries, medical care, and other free or reduced-cost help in your area, anywhere in the US.

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Providing Parents of Children with Disabilities with Information, Training, and Assistance

Main menu

Family Resource Center on Disabilities

11 E. Adams St. Suite 1002
Chicago, IL 60603
Phone: 312-939-3513
Fax: 312-854-8980
Email: info@frcd.org

Date: Sat, August 14 2021
Time: 10:00 AM - 12:00 PM
Location: WEBINAR (Link to actual webinar will be emailed to you.)

Preparing your child to transition to adulthood can be a daunting task. This webinar will focus on the initial steps ... Continue reading

Date: Tue, August 17 2021
Time: 6:00 PM - 8:00PM
Location: Webinar: Link will be emailed to you.

This training is an overview of IDEA (Individual with Disabilities Education Act) which is the law that protects the rights ... Continue reading

Date: Wed, August 18 2021
Time: 6 PM-8 PM
Location: Webinar (Link will be emailed to you.)

Abogacía Eficaz Estas cansado de dar vueltas al rededor de una sopa de alfabeto y siglas y no estas suguro ... Continue reading

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Providing Parents of Children with Disabilities with Information, Training, and Assistance Main menu Family Resource Center on Disabilities 11 E. Adams St. Suite 1002 Chicago, IL 60603 Phone: 312-939-3513 Fax: 312-854-8980 Email: info@frcd.org Date: Sat, August 14 2021 Time: 10:00 AM - 12:00 PM Location: WEBINAR (Link to actual webinar will be emailed to you.)

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National Genetics Education and Family Support Center

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National Genetics Education and Family Support Center

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https://es.nationalfamilycenter.org/recursos

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El Centro Nacional de Educación Genética y Apoyo Familiar (Centro Familiar) proporciona herramientas y recursos para apoyar la participación familiar y los servicios genéticos.

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Recursos | Centro Nacional de Educación Genética y Apoyo Familiar

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El Centro Nacional de Educación Genética y Apoyo Familiar (Centro Familiar) proporciona herramientas y recursos para apoyar la participación familiar y los servicios genéticos.

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https://childmind.org/guide/multilingual-trauma-resources/

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Multilingual Trauma Resources - Child Mind Institute

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Free trauma resources to aid parents, educators, and other adults in talking to children and adolescents about potentially traumatic events.

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Ready4K® - Evidence-Based Family Engagement

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Family Engagement Programs from Ready4K, ParentPowered - Illinois - Ready4K®

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Bridging Refugee and Youth and Children's Services

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Bridging Refugee and Youth and Children's Services

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BRYCS - Bridging Refugee Youth & Children's Services

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Bilingual Parents Video Library - YouTube

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In lieu of the Fifteenth Annual Statewide Summit for Bilingual Parents, which was cancelled this past May due to the COVID pandemic, the Illinois Resource Center (IRC), in cooperation with the Illinois State Board of Education (ISBE) Multilingual Department, has developed a video library as a resource for members of Bilingual Parent Advisory Councils (BPACs) and parents of English Learners.

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ParentCamp is THE transformational Family-School-Community Engagement Model designed to build a connected school ecosystem of caring and supportive adults surrounding our kids. ParentCamps are not the traditional stand and deliver sessions but facilitated dialogue where the entire room is the expert and everyone brings important and unique perspectives to the table.

The Design of the Traditional Family Engagement Model is Compliance Conditions. Compliance conditions keep people in "lanes" or "silos." The Design of the Virtual ParentCamp Model is two-fold: Equality Conditions plus Purpose. Equality Conditions at a Virtual ParentCamp mean every person can be a learner and leader for kids, with the opportunity to go to any session at any time. Equality conditions mean every person can talk, listen, encourage, and connect with others as it feels right to them. Purpose at a Virtual ParentCamp means family, school and community decide not only the session topics but also the purposes around the topics-connect, strengthen and collaborate. Purpose is the secret sauce that leads to Family-School-Community Collective Efficacy.

Welcome to a new lived experience of "Family-School-Community Engagement" where each person can bring their abundant gifts to ParentCamps and together create a world where kids feel happy, healthy and strong.

Welcome to a level playing field and a unique family engagement experience every single ParentCamp.

This is how you Transform school culture and education.

One hour at a time.

One ParentCamp at a time.

We would like to invite you to join us in our nationwide Virtual ParentCamp "model classroom" every other Wednesday night. Come see what joyful family-school-community engagement looks like, sounds like, and feels like. Register at www.parentcamp.org/events. We are training school teams of 8 people in the Virtual ParentCamp Model. We think you'll be pleased to know the teams are made up of family, school and community!

Find us here: www.parentcamp.org and www.linktr.ee/parentcamp

NOW is the time to transform your family-school-community engagement to family-school-community integration!

ParentCamp Headlines 2020-21

1. Video: National Teacher of the Year, Tabatha Rosproy, shares her story after Virtual ParentCamp!

2. Video: Author of Parents as Talent Developers, Dr. Brenda Williams-Harewood, shares her story after Virtual ParentCamp!

3. ParentCamp LinkTree - all the main links in ONE place

4. Publication-GETTING SMART: Julie Pile and Laura Gilchrist wrote Getting Smart Article: Stakeholders at the Heart of Education

5. Publication-KAUFFMAN FOUNDATION: Find Laura Gilchrist talking about Virtual ParentCamp in a recent Kauffman Foundation article: As Schools Debate Reopening, Parents are Called to be Partners.

6. ParentCamp is presented at the Nevada All Virtual Family Engagement Summit on October 17, 2020 ( Nevada DOE Family Engagement)

7. Virtual ParentCamp is Keynoting "ClassTag Collaborate" Conference Series "Building School Community" in North Carolina and Georgia, beginning October 2020.

8. ParentCamp is partnering with the US Department of Education and the US Department of Health and Human Services, Administration of Children & Families, Early Childhood Catalysts to kick off Radical Family Engagement Week with Virtual ParentCamp.

9. ParentCamp is presenting at the Virtual ESEA Conference Feb 8-11, 2021. ParentCamp: Family-School-Community Integration to Create the Ideal Education Ecosystem ( Session Link)

10. ParentCamp partnered with NAFSCE, the National Association for Family School Community Engagement, on September 16 and September 24, 2020 to design and host "Virtual ParentCamp Experiences" for NAFSCE members.

11. ParentCamp partnered with the Maryland State Department of Education in July and August 2020 to design and host 3 Virtual ParentCamp Experiences statewide.

12. Virtual ParentCamp partnered with DigiStoryKC and Thank You Walt Disney to design and host the first nationwide Virtual CareerCamp - Digital Media Careers using ParentCamp's Family-School-Community Integration Model, June 18, 2020. We received positive feedback from participants. KC Digital media industry participants were amazing. and requests for future CareerCamps.

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ParentCamp is THE transformational Family-School-Community Engagement Model designed to build a connected school ecosystem of caring and supportive adults surrounding our kids. ParentCamps are not the traditional stand and deliver sessions but facilitated dialogue where the entire room is the expert and everyone brings important and unique perspectives to the table.

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Welcome!

We know how important it is for you to find quality child care for your child. The Illinois Department of Human Services' (IDHS) Child Care Assistance Program (CCAP) and your local Child Care Resource and Referral (CCR&R) agency are working together to support families to get the information and resources the need to find and select the best child care for their child.

How may we help you?

Select the link below:
Serious Occurrences Involving License Exempt Providers
More information/Helpful Links/Reports

* Need help navigating this Website? Contact your local Child Care Resource and Referral agency (CCR&R).

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IDHS: Child Care Assistance Program (CCAP)

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We know how important it is for you to find quality child care for your child. The Illinois Department of Human Services' (IDHS) Child Care Assistance Program (CCAP) and your local Child Care Resource and Referral (CCR&R) agency are working together to support families to get the information and resources the need to find and select the best child care for their child.

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HFS Mission We work together to help Illinoisans access high quality health care and fulfill child support obligations to advance their physical, mental, and financial well-being. Keywords: Illinois Medicaid, Illinois Child Support

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USDA is granting states significant program flexibilities and contingencies to best serve program participants across our 15 nutrition programs.

What is the Food and Nutrition Service (FNS) doing to respond to the COVID-19 situation?

The Food and Nutrition Service (FNS) is maximizing all program flexibilities and contingencies available under the law. We are working closely with states to best serve children and low-income individuals impacted by COVID-19 across our 15 nutrition assistance programs. FNS has been receiving and reviewing requests from states for flexibilities on a continual basis. As we approve requests, they will be posted on www.fns.usda.gov/coronavirus. For more information about assistance available in your state, please contact your state agency.

Where can I find out more information about nutrition assistance available during the national emergency?

The latest information is available at www.fns.usda.gov/coronavirus, including a state-by-state breakdown of flexibilities available in each nutrition assistance program.

What guidance does USDA have on food planning for families during the coronavirus pandemic?

Check out www.choosemyplate.gov/coronavirus for tips on food planning, including what to buy, how much to buy, and preparation tips.

What is the Food and Nutrition Service (FNS) doing to ensure children have food to eat while schools are closed?

States switch to their Summer Food Service Program (SFSP) or Seamless Summer Option (SSO) to serve meals to children when schools are closed. Through these summer meal programs, USDA allows sites to serve up to two free meals a day to children 18 and under.

The Families First Coronavirus Response Act, signed by President Trump on March 18, 2020, allows USDA the ability to issue nationwide waivers to further increase flexibilities. FNS has issued several nationwide waivers to make it as easy as possible for children to receive these meals. As a result of these waivers, schools and other sponsors are creatively feeding kids by delivering meals on bus routes, allowing parents to pick up a weeks' worth of meals at a time, and entering into public private partnerships like USDA's partnership with the Baylor Collaborative on Hunger and Poverty, McLane Global, and PepsiCo, which is providing meals kids in rural areas. For more information, please visit www.fns.usda.gov/coronavirus for a current list of approved waivers. To find meal sites near you, visit www.fns.usda.gov/meals4kids.

The Families First Coronavirus Response Act also provides states the option to provide EBT benefits to children who would normally be receiving free and reduced priced meals if schools were not closed due to COVID-19, known as Pandemic EBT or P-EBT. USDA has provided guidance to states on operating this program and continues to provide technical assistance to interested states. For logistical information about meal service, please contact your local state agency or school food authority.

Can schools still serve meals while they are closed?

Yes. All states currently have a waiver in place that allows schools to serve meals through the Summer Food Service Program (SFSP) or Seamless Summer Option (SSO) during unexpected school closures, such as the current national emergency.

Can schools provide home delivery of meals?

Yes, so long as the school food authority has state agency approval, the necessary federal approvals, and adheres to all federal confidentiality requirements. For more information, see: www.fns.usda.gov/sfsp/covid-19-meal-delivery.

Can parents pick-up meals for their kids without their children present?

Yes. Under the Families First Coronavirus Response Act, signed into law on March 18, 2020, the Food and Nutrition Service issued a nationwide waiver allowing parents and guardians to pick-up meals and bring them home for their children.

Can school provide multiple meals at once?

Yes. Schools can provide up to two meals and/or snacks per day (excluding lunch and dinner in the same day). Under the nationwide waivers currently in place, multiple days of meals can be picked up at one time.

Do meals still have to meet the nutrition requirements?

FNS has provided a nationwide waiver for states to locally waive specific meal pattern requirements as needed to support access to nutritious meals when certain foods are not available due to the novel coronavirus. Local program operators must contact the state agency for approval to utilize this waiver, and requests should be targeted and justified based upon disruptions to the availability of food products resulting from unprecedented impacts of COVID-19.

What about children who qualify for free or reduced-price meals but don't live in an area where 50% or more of students qualify?

Typically, the Summer Food Service Program (SFSP) and Seamless Summer Option (SSO)are limited to areas where 50% or more of students qualify for free or reduced-price meals. However, the waiver authority provided by the Families First Coronavirus Response Act, signed into law by President Trump on March 18, 2020, and the additional funds provided by the Coronavirus Aid, Relief, and Economic Security (CARES) Act, signed into law by President Trump on March 27, 2020, provides FNS the ability to approve requests from states to allow sites to serve free meals to children in all areas, all of which are posted on the FNS COVID-19 webpage. In addition, some children are being served through innovative, community based approaches, such as the public-private partnership initiative USDA recently announced with the Baylor Collaborative on Hunger and Poverty, McLane Global, and PepsiCo. For more information on options available in your area, contact your state agency and/or local school authority.

If my financial situation has changed due to the coronavirus, could I be eligible for SNAP?

For information about SNAP eligibility, visit our SNAP Eligibility website. To find about more and/or apply for benefits, contact your state agency.

What is USDA doing to promote social distancing in SNAP?

The Food and Nutrition Service has allowed SNAP flexibilities to reduce the need for face-to-face contact. For example, USDA is allowing states to conduct SNAP quality control interviews by telephone instead of in person. USDA has also offered states an optional 45-day extension on certain quality control case reviews.

Can SNAP participants order groceries online?

The SNAP online pilot is currently operational in Alabama, Iowa, Nebraska, New York, Oregon, Washington State, with Nebraska having joined the pilot on April 1, 2020. Maryland and New Jersey remain non‐operational pilot states. The authorized retailers working with all pilot states are Amazon and Walmart, while Wrights Market and ShopRite are working with Alabama and New York, respectively. Dash's Market, Fresh Direct, Hy‐Vee, and Safeway are authorized retailers, which are not currently operational. To learn more about the pilot, please visit: www.fns.usda.gov/snap/online-purchasing-pilot.

Though the U.S. Department of Agriculture (USDA) Food and Nutrition Service (FNS) is receiving interest to expand the SNAP online pilot program, the responsibility is on state agencies, their third-party processor, and any retailers who wish to participate. To ease the process, FNS put together a simplified template for states who wish to enter the online pilot which is provided as an attachment to this letter. States and their respective entities are already facing capacity issues with the COVID-19 response, and FNS continues to provide significant technical assistance to interested states to ensure that plans are thorough and appropriate preliminary testing is conducted. If not done properly and judiciously, there is a risk to the state's entire benefit system. In each state, its EBT processor and retailers present their own mix of challenges. So, FNS is providing customer service based on each of their specific needs.

FNS will continue to work with interested states in advancing their participation in this pilot. Until states are prepared to operate the pilot, USDA recommends states utilize other options that retailers may already provide, such as Pay at Pick-up (also known as "Click and Collect"), where SNAP cardholders can shop online and then pay for their purchase using their EBT card at pick-up. Grocery pick-up is already an option that these retailers offer beyond SNAP so they are already thinking through how they can provide a safe environment to do so with the growing concerns around social distancing.

During these challenging times, FNS is working hand-in-hand with state program leadership, to provide support and guidance to adapt to the challenges of this public health emergency. USDA intends to use available program flexibilities and contingencies to continue to serve our program participants. For up to date information and to learn more about flexibilities being used in FNS nutrition programs, please visit our website at www.fns.usda.gov/coronavirus.

What happens to SNAP recipients who can't meet the work requirements due to the coronavirus outbreak?

Under the Families First Coronavirus Response Act, signed into law on March 18, 2020, USDA has suspended the work requirements (PDF, 359 KB) for able-bodied adults without dependents (ABAWDs) throughout the national emergency. Therefore, the time limit does not apply, and these individuals can continue to receive SNAP benefits.

How can I protect myself from SNAP fraud during the pandemic?

The Food and Nutrition Service is aware of some fraud scams trying to take advantage of the current emergency to obtain SANP recipients' confidential information, such as a social security number, bank information, or a participant's SNAP EBT card number. If you are unsure if a request for information is legitimate, contact your local SNAP office. To stay on top of potential scams, please visit USDA's SNAP scam alert webpage at  www.fns.usda.gov/snap/scam-alerts.

What happens if grocery stores are out of the specific food items WIC participants are allowed to purchase due to the COVID-19 situation?

The Special Supplemental Nutrition Program for Women, Infants, and Children, or WIC, is designed to supplement the diets of participants to address certain nutritional needs. As a result, WIC purchases must be of foods approved by their state. However, states have the flexibility to modify their WIC-approved foods lists at any time to include any foods that meet federal standards. Under the Families First Coronavirus Response Act, signed into law by President Trump on March 18, 2020, states can request additional food package flexibility from USDA. USDA has been expeditiously approving state requests to allow for additional substitution options if availability of certain WIC-prescribed foods is limited. Please visit our website for more information on approved waivers for food package substitutions: www.fns.usda.gov/wic/food-package-substitution-waiver.

What is USDA doing to promote social distancing in WIC?

The Families First Coronavirus Response Act, signed into law on March 18, 2020, allows USDA to minimize face-to-face interaction in WIC by reducing required visits to the clinic through a variety of waivers provided to state agencies and Indian Tribal Organizations (ITOs) upon request. Under the Act, states must request approval from the Food and Nutrition Service to temporarily waive the in-person requirements for enrolling/reenrolling for WIC and picking up WIC benefits. The Act also allows states to defer certain medical tests used to determine nutritional risk. USDA has been expeditiously approving these state requests.

What is household distribution, and can it help those impacted by COVID-19?

Disaster Household Distribution is a program designed to provide food directly to households in targeted areas to meet specific needs when traditional channels of food are unavailable and not being replenished on a regular basis, such as following a hurricane, tornado or other natural disaster. Under a Presidential Declaration of a National Emergency, as is currently in effect for the U.S., FNS may approve state and Tribal Nation requests for Disaster Household Distribution (DHD). DHD provides boxes of USDA Foods to households in need using existing inventories of USDA-purchased foods. USDA foods to food banks are primarily intended for the use in The Emergency Food Assistance Program (TEFAP) and the Commodity Supplemental Food Program (CSFP), which serves low-income people ages 60 and over.

When disasters are localized, USDA is able to move food capacity around to accommodate local need. As the current need is widespread, states must balance the use of inventories directed through Disaster Household Distribution to those newly in need, while also continuing to implement normal federal distribution program operations.

What other food distribution programs are operating during the current situation?

FNS continues to operate its normal food distribution programs including The Emergency Food Assistance Program (TEFAP), which makes USDA Foods available to state distribution agencies like food banks; the Commodity Supplemental Food Program (CSFP), which serves low-income people ages 60 and over; and the Food Distribution Program on Indian Reservations (FDPIR).

How is the Food and Nutrition Service helping food banks during this public health emergency?

Food banks are private, non-profit entities who work in their local communities to gather donations and distribute foods to those in need who may not be accessing other assistance programs. FNS partners with food banks and other state distributing agencies by providing USDA foods through The Emergency Food Assistance Program (TEFAP) and Commodity Supplemental Food Program (CSFP). USDA has provided states broad discretion to set eligibility limits for TEFAP and ensured that states can take limited eligibility information such as name, address, and self-reported income via telephone, text or other electronic means, or by receiving a 1-page affidavit in a dropbox. The Families First Coronavirus Response Act, signed into law by President Trump on March 18, 2020 provided USDA an additional $400 million for TEFAP, up to $100 million of which can be used to help agencies cover costs associated with distributing a higher volume of food due to COVID-19. The Coronavirus Aid, Relief, and Economic Security (CARES) Act, signed into law by President Trump on March 27, 2020 provided an additional $450 million for TEFAP. When a localized need is identified, such as disrupted food supply, food banks should check with their state agency regarding a Disaster Household Distribution program.

How can food banks promote social distancing?

Food banks are private, non-profit entities who have broad discretion over their own activities. FNS partners with food banks and other state distributing agencies by providing USDA foods through The Emergency Food Assistance Program (TEFAP) and Commodity Supplemental Food Program (CSFP). USDA has provided states broad discretion to set eligibility limits for TEFAP and ensured that states can take limited eligibility information such as name, address, and self-reported income via telephone, text or other electronic means, or by receiving a 1-page affidavit in a dropbox. In addition, many food banks are using a drive-through model in which recipients receive a box of foods that is placed directly in their vehicle by staff or volunteers.

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FNS Frequently Asked Questions | Food and Nutrition Service

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USDA is granting states significant program flexibilities and contingencies to best serve program participants across our 15 nutrition programs.

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Latest News Need Help with the ACP?
The Affordable Connectivity Program is an FCC benefit program that helps ensure that households can afford the broadband they need for work, school, healthcare and more.

The benefit provides a discount of up to $30 per month toward internet service for eligible households and up to $75 per month for households on qualifying Tribal lands.

Eligible households can also receive a one-time discount of up to $100 to purchase a laptop, desktop computer, or tablet from participating providers if they contribute more than $10 and less than $50 toward the purchase price.

The Affordable Connectivity Program is limited to one monthly service discount and one device discount per household.

Who Is Eligible for the Affordable Connectivity Program?

A household is eligible for the Affordable Connectivity Program if the household income is at or below 200% of the Federal Poverty Guidelines, or if a member of the household meets at least one of the criteria below:

Received a Federal Pell Grant during the current award year;

Meets the eligibility criteria for a participating provider's existing low-income internet program;

Participates in one of these assistance programs:

Free and Reduced-Price School Lunch Program or School Breakfast Program, including at U.S. Department of Agriculture (USDA) Community Eligibility Provision schools.

SNAP

Medicaid
Your Medicaid eligibility may be up for renewal. Learn more about how to renew.

Federal Housing Assistance, including:

Housing Choice Voucher (HCV) Program (Section 8 Vouchers)

Project-Based Rental Assistance (PBRA)/Section 202/ Section 811

Public Housing

Affordable Housing Programs for American Indians, Alaska Natives or Native Hawaiians

Supplemental Security Income (SSI)

WIC

Veterans Pension or Survivor Benefits

or Lifeline;

Participates in one of these assistance programs and lives on qualifying Tribal lands:

Bureau of Indian Affairs General Assistance

Tribal TANF

Food Distribution Program on Indian Reservations

Tribal Head Start (income based)

Two Steps to Enroll

1. Go to GetInternet.gov (AccedeaInternet.gov en español) to submit an application or print out a mail-in application.

2. Contact your preferred participating provider to select a plan and have the discount applied to your bill.

Some providers may have an alternative application that they will ask you to complete.

Eligible households must both apply for the program and contact a participating provider to select a service plan.

How Does the ACP Protect Consumers?

FCC rules protect Affordable Connectivity Program recipients by:

Empowering consumers to choose the service plan that best meets their needs (including a plan they may already be on);

Ensuring consumers have access to supported broadband services regardless of their credit status;

Prohibiting providers from excluding consumers with past due balances or prior debt from enrolling in the program;

Preventing consumers from being forced into more expensive or lower quality plans in order to receive the ACP;

Ensuring that consumers are not liable for early termination fees;

Reducing the potential for bill shock or other financial harms;

Allowing ACP recipients to switch providers or broadband service offerings; and

Providing a dedicated FCC process for ACP complaints.

Which Internet Service Providers Are Participating in the Affordable Connectivity Program?
Various internet providers are participating in the Affordable Connectivity Program. Find internet service providers offering the benefit in your state or territory.

Service providers: find more information about how to participate.
Consumer Outreach Toolkit
The toolkit includes downloadable Affordable Connectivity Program social media images, fact sheets, and other outreach content and materials that can be customized for consumer awareness campaigns.
Request a Speaker
FCC consumer experts are available to explain the Affordable Connectivity Program at your event.
Become an Outreach Partner
The FCC is mobilizing people and organizations to help share important consumer information about the new Affordable Connectivity Program. To participate, please fill out and submit the form below:
American Sign Language Videos
Chairwoman Jessica Rosenworcel talks about how the ACP can help families get connected to internet service (video is ASL interpreted).

Watch this ASL video to learn about the Affordable Connectivity Program, who is eligible and how to apply.
News Media Contacts & Resources
Paloma Isabel Perez
FCC Press Secretary
paloma.perez@fcc.gov

Office of Media Relations
mediarelations@fcc.gov
202-418-0500

Additional Resources

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The Affordable Connectivity Program is a long-term, $14 billion program to help ensure we can afford the internet connections we need for work, school, health care and more. Eligible households can receive a monthly discount of up to $30 per month on their internet service bill and up to $75 per month for households on qualifying Tribal lands.

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Share this Report

What can this guide do for you?

Your involvement in your child's education can lead to better learning results and outcomes. This "Parent and Family Digital Learning Guide" will inform you, as a parent or caregiver, as you monitor your child's progress as your child accesses and uses technology for learning.

This guide aims to help all parents and caregivers, including those who have limited experience with digital tools, those who are expert with these tools, and anywhere in between. Each section starts with foundational pieces and builds from there.

Making the most of this guide

1. Scan: Each section of the Parent and Family Digital Learning Guide can be read independently. Please scan the guide for content and resources that are most helpful to you.

2. Discuss: Find time to discuss the principles explained in the guide with your children. You can also use the questions at the end of each section to start conversations with teachers, school leaders, and other parents.

3. : Use the content of the guide to create resources to help your community better understand digital learning (checklists, social media content, or short video clips). Send us what you create and you just might be featured on our website or social media*. Send your examples to ED.Tech@ed.gov and use the subject line "Creating with the Parent and Family Digital Learning Guide.

* Sending examples to the Department would allow us to share them on its Department's websites and social media channels.

Other than statutory and regulatory requirements included in the document, the contents of this guidance do not have the force and effect of law and are not meant to bind the public. This document is intended only to provide clarity to the public regarding existing requirements under the law or agency policies.

Introduction

What should my child know and how do I know if they have learned it? How can I be sure that my child is progressing and getting the help they need? How should my child use technology for learning, and what technology is needed for my child's learning? What is the right balance of being online versus offline? How can my child stay connected with their friends and teachers? How can my child stay safe?

Parents, educators, and researchers have asked these questions for years; they are even more relevant in light of the effects of the COVID-19 pandemic.

Is technology the answer to all of these questions? No, of course not. Technology is a tool. Technology, when used appropriately, can empower learning, engage and motivate students, and help make learning interactive. Students can benefit from educational technology because it can personalize instruction and adapt to their strengths and weaknesses. Today's digital tools and resources support and enhance learning at home and in the classroom. In some cases, a student's engagement with educational technology can help them develop communications and technical skills for their futures.

Digital tools (such as devices, apps, and platforms) can enable multiple places for your child to learn, help you and your child set clear and easy to understand learning goals, and track progress. These tools can also help facilitate communication between you, as your child's primary educator, and your child's other teachers, allowing you to work together toward ensuring success. To take full advantage of the potential of digital tools, your child will need access to a device and the internet (at home and at whatever school option you choose for your child). You are also responsible for guiding your child on how to use technology safely and appropriately. This guide provides resources to help you fulfill that responsibility. While having multiple options for access, devices, internet connectivity, and digital tools is the ideal, it is not the reality for everyone. This guide focuses on empowering you with information and resources to improve your child's opportunity for successful and safe digital learning.

The following sections explain three distinct benefits of digital learning. Digital learning can help meet the specific needs of your child, monitor your child's academic progress, and connect you and your child with your school community and beyond.
Digital Learning
Digital learning is used throughout this guide to refer to learning that leverages digital tools and resources, regardless of where it occurs.

MEETING THE LEARNING NEEDS OF YOUR CHILD:

PERSONALIZED LEARNING

This section in 30 seconds

Technology and digital tools can help your child learn in ways that work for your child. These tools can help change the way content is presented and how learning is assessed. They can make instruction personalized based on what will help your child learn.

For decades, most American classrooms have taken a "one size fits all" approach to instruction, teaching to the average student and largely ignoring the uniqueness of each learner. Educational technology can move us toward meeting the needs of each student and providing support tailored to each student's strengths and interests.

To personalize learning, the learning experiences and resources provided should be flexible and should adapt to and build on your child's skills. You know your child best. Working with your child's teachers to help them understand your child's needs can contribute to their personalized learning. The sections below outline technology-based approaches that can help personalize your child's education.

Personalized learning is an educational approach that tailors learning experiences to each
student's strengths, needs, skills, and interests.

Digital tools can provide multiple ways to engage your child in personalized learning. Learners can be motivated to learn in different ways, and a wide variety of factors can influence learning engagement and effectiveness. These include:

relevance (e.g., can my child imagine using this skill outside of school?),

interest (e.g., does my child get excited about this topic?),

culture (e.g., does my child's learning connect to the culture they experience outside of school?),

language (e.g., do the assignments that are given to my child help build vocabulary, especially if English is not my child's native language?),

background knowledge (e.g., can this topic be connected to something that my child already knows and can build upon?), and

differences in how they process information (e.g., does my child have a disability such as a specific learning disability (e.g., dyslexia, dysgraphia, dyscalculia), or a sensory disability such as blindness or visual impairment, deafness or hearing impairment? Or does my child have a learning difference that is not a disability, but that affects the way my child processes or accesses information?)

Effective digital tools can help accommodate your child's needs and preferences. Here are five ways that technology can be used to customize learning:

1. Choose your preferred learning environment. Digital technologies allow learning to take place synchronously with others (i.e., at the same time with you, a teacher, or other students), asynchronously (i.e., not at the same time), or both (i.e., with a mix of live interactions and assignments completed independently by each student based on their own schedule and pace). Learning can be organized for individual, small group, and whole class interactions, which may appeal to different learners' needs and preferences. As you consider schooling options for your child, the examples below may help you consider how synchronous and asynchronous learning approaches and activities may meet the particular needs and preferences of your child.
Examples of Synchronous Activities

A scheduled class in a school or online.

Live video conferencing with interactive participation.

A scheduled online live chat session.

Scheduled times (e.g., office hours) when teachers or tutors are available.

Examples of Asynchronous Activities

Completing assigned work independently.

Viewing a playlist of videos.

Engaging with learning software or online educational materials at a time and sequence of the student's choice.

2. Uncover new learning opportunities. Many digital tools can support partner or group work and facilitate feedback from peers and teachers. Such applications can also help your child find new things to learn. For example, many sources of information are available online, such as from museums and libraries, historical sites, scientific laboratories, and other sources from the web that support curiosity, inquiry, and research. These tools can also help your child access digital books, simulations, games, interactive content, and online explorations. We have listed several examples in the resources at the end of this section.

3. Support creative expression. Your child can learn to use digital tools for organizing, researching, writing, publishing, and creating media on topics that are important and interesting. Such digital tools can be used to help your child creatively think through solutions to challenging problems while fostering their abilities to communicate, collaborate, and otherwise develop their creative skills. Students can also keep their own personal portfolios, a record of their learning, and a blog or journal including reflections on their goals and learning progress.

4. Provide fast feedback. Technology can offer real-time assessment of learning and progress to inform and guide your child as they work. Such feedback enables your child to self-monitor and gives you, and your child's other teachers, information to know how to provide effective support.

5. Provide multiple means of interacting with content. Learners differ in how they best access, process, and comprehend information. Your child may need or benefit from special supports, for example:

If your child has a sensory disability (e.g., blindness or deafness), or;

If your child has learning disabilities (e.g., dyslexia, dyscalculia, dysgraphia), or;

If your child has another health impairment (e.g., attention deficit disorder, attention deficit hyperactivity disorder); or

If your child is an English learner, or;

If based on your child's unique cultural background and experiences, they may benefit when content and resources are presented in a variety of ways.

Technology that your child with a disability may use, referred to as assistive technology, may include software and systems that translate text to speech or speech to text, closed captions, translation tools, and resources available in multiple media formats such as text, audio, and video. Some of this technology can present content in shortened or lengthened formats to accommodate students who have limited attention spans or other disability-related needs.

Under federal laws that prohibit discrimination on the basis of disability, websites and apps used in schools must be accessible or, if necessary, schools must provide equally effective alternate access.
Accessibility
The Office for Civil Rights (OCR) at the U.S. Department of Education has recognized this definition: "'Accessible' refers to information or technology that, at a minimum, affords a person with a disability the opportunity to acquire the same information, engage in the same interactions, and enjoy the same programs and activities as a person without a disability in an equally effective and equally integrated manner, with substantially equivalent ease of use."

Federal law also requires schools to provide support services for English learners: "Parents or guardians may choose for their child to receive services to learn English if their child is identified as needing these services. School districts and schools are required by federal law to provide these services. Schools must ensure meaningful communication with English learners."

Additionally, your child may differ in the ways that they can best demonstrate what they know. Your child may be able to express themselves well in written text but struggle with speech, or vice versa. Children may be able to show what they have learned through illustration better than following conventions of text on pages and margins. With the right tools and appropriate accommodations throughout the learning process, all students can have multiple means of accessing content and demonstrating content mastery.

Your child's personalized learning approach may also need to be addressed in your child's Individualized Education Program (IEP).6 The requirements for an IEP for eligible children with disabilities are contained in the Individuals with Disabilities Education Act (IDEA), and those same requirements do not apply to students who do not have a documented disability.

Guides with Tips and Tricks

Digital Tools

Instructional Activities

UNDERSTANDING YOUR CHILD'S PROGRESS:

COMPETENCY-BASED LEARNING

This section in 30 seconds

Your child masters content and develops skills at their own pace. Many children learn effectively when the support they receive is customized for each new skill. In a competency-based system, your child can be empowered to learn skills in a personalized manner and to take responsibility for and make more decisions in their own learning. As a result, your child may be more engaged and successful in their learning.

What is it? Competency-based learning (also known as performance-based, mastery-based, or proficiency-based education) is an approach in which the parent and teacher builds a structure around the difference in pace of each student. The learning is set up to help ensure that students progress after showing mastery of the skills and competencies. For example, rather than allowing only one week for all students to learn two-digit addition before moving on to a new topic, the expectation is that each student will be able to solve two-digit math problems using addition, and that they can work at their needed pace to demonstrate mastery.

In this approach, the learning environment supports the strengths, weaknesses, and unique abilities of each student who learns in different ways and at different paces. While each student is tracking their own progress, they are not alone in their learning. Students can work with their parents, peers and get support from members of their learning community. Technology can help parents and teachers provide the variety of support that each student will need to progress and help students know when they have gained a specific competency.

Goals of Competency-based Education at a Glance:

Your child progresses based on evidence of learning a concept, not the amount of time spent on that concept.

Your child is empowered to make learning decisions, including how to demonstrate what has been learned.

Assessment is a positive experience for your child and provides timely, relevant, and actionable information.

Your child receives different support based on their individual learning needs.

Strategies to ensure access for your child are embedded in the learning experience.

Expectations for learning are clear and measurable.

Why do some find competency-based learning beneficial? Competency-based approaches and systems value flexible learning environments where learning may happen at different times and in different spaces. The development of new skills can be independent of location, and students have the ability to pause or move ahead with their learning as needed.

Guides with Tips and Tricks

CONNECT WITH YOUR COMMUNITY AND BEYOND:

DEVELOPING PARTNERSHIPS

This section in 30 seconds

Students are more engaged when parents and families are involved in education. Using digital learning resources provides new opportunities for your family to develop a strong partnership with your school or education provider. Technology can help you and your child stay connected to your local community, your child's school and teachers, and other parents and children.

Social emotional support from your local community

Emotions and social relationships are essential components of learning. In a national survey of parents related to COVID-19, the top concern for parents during school closures is that their child is missing important social interactions at school and with friends. Schools provide counseling services and community spaces and can play a pivotal role in the social development and mental well-being of your child.

If your school is providing instruction virtually or your child is learning from home, technology can help support social connections. Consider these examples of ways technology can help. You and your child could:

Hold a video conference to stay connected to teachers and peers. Take pictures of their work or their creations and share them with their teacher or classmates. They can get to know their teacher and classmates better by exchanging pictures, stories, and special memories.

Practice writing by sending letters and e-mails to friends and relatives.

Set up virtual playdates for your younger child, and make sure your older child has time to talk with friends.

Set up video chats with grandparents and other family members.

Social connections can reduce the impact of stress while also helping children develop communication, problem-solving, and empathy skills. For example, time with friends can help your child build relationships and talk with others who understand and relate to their feelings.

Learning resources and support from your learning community

Staying connected to school and learning communities will help parents and families while better supporting their children in their learning environment moving forward. Two-way communication with your child and their learning community can be essential. Your child's school, district, or education provider's website may include important updates and information. Your child's teacher may post assignments online or communicate them through email. You may seek to establish lines of communication with your child's teacher or education provider to ask questions and exchange information through phone, email, text messaging, or other means.

Virtual communication can help you:

Better understand your child's progress and different subjects they are learning.

Learn about opportunities from device distribution to enrichment programs to exam preparation.

Know right away if your child's teacher or education provider has identified any issues, academic or non-academic.

Share what you know works best to support your child with their teacher or education provider.

Ways you and your child's teacher might use technology to facilitate connections and collaboration include:

Having your child share projects and essays by creating a website or photo gallery.

Providing opportunities for your child to share experiences, engage in digital class discussions and small group work, and support one another.

Providing avenues for your child to share questions, comments, and concerns that are related to instruction, as well as those related to how they are feeling.

Making space for informal connections and personalized support by regularly scheduling a virtual meeting with you, your child, or both of you.

Technology for two-way family and school connections include the school website, video conferencing, phone, text messaging, email, online office hours, and online surveys.

Learning resources and support from beyond your local community

Technology can give your child opportunities to engage in research and problem-solving activities and to share ideas and collaborate on projects with other learners beyond those in their local community.

Access to virtual learning schools

You may identify and pursue a virtual learning option that meets the needs and requirements of your child. This option may include full courses that are self-paced, access to a virtual classroom that provides teachers, content, and assessments, or some combination. If your child's school is closed or the options that it provides do not meet the particular needs of your child, a virtual learning option may provide access to what your child needs to continue progressing in their
learning.

Virtual learning
Virtual learning refers to online learning that takes place outside of the school or brings what is outside of the school into the school. It uses an online environment to connect students who may be physically located in one place with a course or learning opportunity located somewhere else.

Along with private virtual learning providers, some states have online K-12 schools that are operated by the state or district. These options can be helpful during school building closures and at other times that meet the particular needs and requirements of your child. Online schools may offer courses that your child may not otherwise have in their schools, and, if necessary, can also help your child make up credits to continue toward graduation.

Guides with Tips and Tricks

Digital Tools

To take full advantage of the benefits of digital learning, your child needs access to a personal learning device, such as a laptop, and access to the internet at home. While the hardware and software required on each device may vary based on your child's needs and their digital learning program, your child may generally need the ability to communicate reliably and safely with their personal learning device.

Ensuring access to a device and the internet can also facilitate a more seamless transition between school and home. Your child can access online platforms that record progress and provide digital learning activities and resources.

While having full access to devices and broadband connections is ideal, we know that isn't the reality for everyone. If your child has no device (or only a smartphone), limited internet access, or both no device and limited internet access, the sections below can help you find ways to obtain a device and connectivity for your child.

ENSURING YOUR CHILD'S ACCESS:

PERSONAL LEARNING DEVICES

You may have multiple options to access a personal learning device for your child:

Learn about available personal learning device options. There are multiple makes, models, and configurations of laptops, tablets, cameras, and software that can support digital learning. You, your child, or your school or education provider may maintain certain technical requirements and standards that affect your child's use of personal learning devices. Your school or education provider may or may not purchase personal learning devices for your child. Such devices may otherwise be made available to your child without cost or at reduced cost from your state or school district, from non-profit organizations, or from device manufacturers. Note though, that if your child has a disability and the device is required in order for your child to receive a free appropriate public education under the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act of 1973, the device must be provided to your child at no cost to you and your child.

Learn about device distribution opportunities at your school or education provider. Reach out to your child's teacher or counselor to ask about access to a digital device, such as a laptop or tablet. Even if you already have a computer at home, each child should have their own reliable device so they can fully participate in digital learning when needed.

Get technical support. Ask your device provider, school, or education provider if and how they provide support setting up devices and thereafter. Your school or education provider may host virtual town halls or other events for parents and families.

Learning without a personal learning device. You may find opportunities for your child to learn without a device. Your child's teacher or local library may help you identify activities that your child can do without a screen so that your child can continue learning if a device is not available to them, and maximize meaningful use of screen time when a device is available.

ENSURING YOUR CHILD'S ACCESS:

INTERNET SERVICE

Streaming and downloading content and participating in video conferences requires a highspeed, reliable internet connection. Although many public spaces offer internet access, obtaining access at home is critical for supporting continuity of learning. If you do not have access to the internet to support your child's learning, some options may be available to you.

Discover school- or community-provided internet access. Some schools provide internet hotspots for students to check out, and some communities have open access to a community-based network. Check with your school and public library to learn about options in your community. The resources section below provides additional sources for finding internet access options in your community.

Learn about your internet access. If you already have service, make sure it can support the increased online activity and that you understand any data limits (if applicable).

ENSURING YOUR CHILD'S SAFETY, PRIVACY, AND RESPONSIBLE TECHNOLOGY USE

Know your rights and learn what information is being collected or shared about your child.

While federal, state, and local laws have been developed to protect your child's safety and privacy online, your child's safety and privacy also depends on your child's and the education provider's safe and responsible online practices. We offer the sections below as helpful places to start discussing internet security and privacy with your child, and to outline the federal laws that govern privacy and safety.

Security Settings

Turn on the security features on any device your child may use for learning activities. These can be found in the device's general settings under the privacy menu. These features can:

Restrict access to offensive or inappropriate content.

Require approval for downloads.

Limit time spent on certain apps.

For additional information on online safety concerns and ways of protecting your child online, see "Cyber Safety Considerations for K-12 Schools and School Districts."

Digital Citizenship

Talk with your child about how to be a responsible digital citizen. Remind your child that virtual communities are an extension of their classrooms and the same basic rules apply, such as treating others with respect. Let your child know that they should tell you, their teacher, or a family member if they or a classmate are being bullied or are worried about any troubling content, encounters, or activities online.

Password Management

Make sure you and your child have all the information to find their learning resources. Keep track of log-in and password information and URLs for each platform they use. Consider using a password manager in your internet browser, or keep passwords written down in a safe place. Change passwords regularly.

Video Conferencing

You may choose to talk with your child and your child's teacher if you aren't comfortable with your child using the video feature during virtual lessons. Many platforms allow you to use virtual backgrounds or images to protect the privacy of your home. If your child's teacher, school, or education provider plans to record a lesson or take screenshots during a lesson and you are uncomfortable, you may ask if your child can be off-camera or watch the recorded lesson later.

Privacy Policies

Keep in mind that your school or education provider may have different agreements with companies to protect the privacy of students, and checking with your school or education provider is always an important first step. Schools may use certain digital learning tools without your consent as long as the use of these tools aligns with state and federal law.

Federal Laws Governing Privacy and Safety: FERPA, IDEA, and COPPA

The Family Educational Rights and Privacy Act, known as FERPA, is a federal law that, among other things, generally prohibits FERPA-covered educational agencies (e.g., school districts) and institutions (i.e., schools) from disclosing personally identifiable information (PII) from the education records of a student without the prior written consent of the student's parent or the "eligible student" herself or himself (i.e., the student if he or she is 18 years or older or attends an institution of postsecondary education). 20 U.S.C. §§ 1232g(b), (h), (i), and (j), and 34 CFR Part 99, Subpart D. FERPA contains specific exceptions to this general consent requirement which are set forth in 20 U.S.C. § 1232g(b)(1)-(b)(3), (b) (5), (b)(6), (h), (i) and (j), and 34 CFR § 99.31. FERPA also generally provides parents and eligible students with the right to inspect and review their education records, and the right to seek to amend information in their education records that is inaccurate, misleading, or in violation of the student's rights of privacy. 20 U.S.C. §§ 1232g(a)(1)(A) and (a)(2), and 34 CFR Part 99, Subparts B and C. For more information regarding FERPA, please visit the U.S. Department of Education's Student Privacy Policy Office's website at https:// studentprivacy.ed.gov. Of note, the U.S. Department of Education recently released guidance to parents on FERPA in April 2020 titled, "The Family Educational Rights and Privacy Act: Guidance for Parents," which is available at https://studentprivacy.ed.gov/ sites/default/files/resource_document/file/FERPAGuidanceForParents.pdf.

The Individuals with Disabilities Education Act (IDEA) also contains confidentiality of information provisions that protect PII in the education records of children with disabilities. 20 U.S.C. § 1417(c) and 34 C.F.R. §§ 300.610-300.626. IDEA also generally provides parents with the right to inspect and review their child's education records, and the right to seek to amend information in their child's education records that is inaccurate, misleading, or in violation of the student's rights of privacy. IDEA's confidentiality provisions generally require parental consent for disclosure of PII in education records, to parties other than officials of participating agencies, and generally incorporate the FERPA exceptions to the prior written consent requirement. Note that the IDEA confidentiality of information provisions incorporate some of the FERPA requirements but also include several provisions that are specifically related to children with disabilities. More information about IDEA and FERPA confidentiality provisions is available at https://studentprivacy.ed.gov/resources/ferpaidea-cross-walk.

The Children's Online Privacy Protection Act (COPPA) generally gives parents control over what information is collected about their children online. Under COPPA, schools may, in certain circumstances, provide consent on behalf of parents to the collection of student personal information. The Federal Trade Commission recently clarified that "schools can consent on behalf of parents to the collection of student personal information-but only if such information is used for a school-authorized educational purpose and for no other commercial purpose. This is true whether the learning takes place in the classroom or at home at the direction of the school." More information about COPPA is available at https:// www.ftc.gov/news-events/blogs/business-blog/2020/04/coppa-guidance-ed-techcompanies-schools-during-coronavirus.

Guides with Tips and Tricks

Digital Tools

HOW TO FILE A DISCRIMINATION COMPLAINT WITH THE OFFICE FOR CIVIL RIGHTS

Educational institutions have a responsibility to protect every student's right to learn in a safe environment free from unlawful discrimination and to prevent unjust deprivations of that right. The Office for Civil Rights (OCR) in the U.S. Department of Education enforces several federal civil rights laws that prohibit discrimination on the basis of disability, race, color, national origin, sex, and age in programs or activities that receive federal financial assistance from the Department of Education. OCR also has responsibilities under Title II of the Americans with Disabilities Act of 1990, which prohibits discrimination on the basis of disability by public entities, whether or not they receive federal financial assistance.

Discrimination on the basis of disability is prohibited by Section 504 of the Rehabilitation Act of 1973 and, as noted above, by Title II of the Americans with Disabilities Act of 1990.

Discrimination on the basis of race, color, and national origin is prohibited by Title VI of the Civil Rights Act of 1964. This includes discrimination based on a person's limited English proficiency or English learner status; and actual or perceived shared ancestry or ethnic characteristics, including membership in a religion that may be perceived to exhibit such characteristics (such as Hindu, Jewish, Muslim, and Sikh individuals).

Discrimination on the basis of sex is prohibited by Title IX of the Education Amendments of 1972. This includes discrimination based on pregnancy, parental status, and sex stereotypes (such as treating persons differently because they do not conform to sex-role expectations or because they are attracted to or are in relationships with persons of the same sex).

Discrimination on the basis of age is prohibited by the Age Discrimination Act of 1975.

Anyone may file a complaint with OCR. The person or organization filing the complaint need not be a victim of the alleged discrimination but may file on behalf of another person or group. You may file a complaint by mail or fax with the appropriate regional office ( https://www2.ed.gov/ about/offices/list/ocr/addresses.html), by email ( ocr@ed.gov), or by using OCR's electronic complaint form ( https://www2.ed.gov/about/offices/list/ocr/complaintintro.html). Generally, a complaint must be filed within 180 calendar days of the date of the alleged discrimination. More information about OCR is available at https://www.ed.gov/ocr.

LEGAL DISCLAIMER

This document contains resources that are provided for the user's convenience. The inclusion of these materials is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses, and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials.

ENDNOTES

1. Morin, A. (n.d.). Personalized Learning: What You Need to Know. Understood. Retrieved from https://www.understood.org/en/school-learning/partnering-with-childs-school/ instructional-strategies/personalized-learning-what-you-need-to-know/

2. Unless otherwise noted this guide does not address schools' responsibilities to provide services or modifications to students with disabilities under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, or Title II of the Americans with Disabilities Act (ADA). Information about the IDEA is available at https:// osepideasthatwork.org/. Information about Section 504 and Title II is available at https:// www.ed.gov/ocr.

3. Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II).

4. Resolution Agreement: South Carolina Technical College System, OCR Compliance Review No. 11-11-6002.

5. English Learner Family Toolkit: Attending Schools in the United States. (2018). National Clearinghouse for English Language Learners. Retrieved from https://ncela.ed.gov/files/ family_toolkit/EL-Family-Tool-Kit-Attending-Schools-in-the-US.pdf

6. Note that a student's personalized learning approach may also need to be addressed through the services and modifications provided to students with disabilities under Section 504 of the Rehabilitation Act of 1973, 34 C.F.R. § 104.33.

7. The parents of a child with a disability have the right to request an IEP team meeting at any time to review the child's IEP and revise it, if appropriate.

8. Introduction to Competency-Based Education. (2020). Aurora Institute. Retrieved from https://aurora-institute.org/our-work/competencyworks/competency-based-education/

9. Kaufman, T. (n.d.). Family Engagement and Student Success: What the Research Says. Understood. Retrieved from https://www.understood.org/en/school-learning/foreducators/partnering-with-families/family-engagement-and-student-success

10. Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development. The Aspen Institute. Retrieved from https://assets.aspeninstitute.org/content/uploads/2018/09/Aspen_research_ FINAL_web.pdf

11. Learning Heroes. (2020). Parents 2020: COVID-19 Closures-A Redefining Moment for Students, Parents, and Schools [Webinar]. Retrieved from https://bealearninghero.org/ research/

12. Virtual Learning. (2020). Core Education. Retrieved from https://core-ed.org/researchand-innovation/ten-trends/2013/virtual-learning/

REFERENCES

English Learner Family Toolkit: Attending Schools in the United States. (2018). National Clearinghouse for English Language Learners. Retrieved from https://ncela.ed.gov/files/family_toolkit/EL-Family-Tool-Kit-Attending-Schools-in-the-US.pdf

Family Educational Rights and Privacy Act. (2020, April). Guidance for Parents. Retrieved from https://studentprivacy.ed.gov/sites/default/files/resource_document/file/FERPAGuidanceForParents.pdf

Federal Trade Commission. (2020). Children's Privacy. Retrieved from https://www.ftc.gov/tipsadvice/business-center/privacy-and-security/children%27s-privacy

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development. The Aspen Institute. Retrieved from https://assets.aspeninstitute.org/content/uploads/2018/09/Aspen_research_FINAL_web.pdf

Introduction to Competency-Based Education. (2020). Aurora Institute. Retrieved from https://aurora-institute.org/our-work/competencyworks/competency-based-education/

Kaufman, T. (n.d.). Family Engagement and Student Success: What the Research Says.
Understood. Retrieved fromhttps://www.understood.org/en/school-learning/for-educators/partnering-with-families/family-engagement-and-student-success

Learning Heroes. (2020). Parents 2020: COVID-19 Closures-A Redefining Moment for Students,
Parents, and Schools [Webinar]. Retrieved fromhttps://bealearninghero.org/research/

Morin, A. (n.d.). Personalized Learning: What You Need to Know. Understood. Retrieved from
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructionalstrategies/personalized-learning-what-you-need-to-know/

Schifferle, L. W. (2020, April). COPPA Guidance for Ed Tech Companies and Schools during the
Coronavirus. U.S. Federal Trade Commission. Retrieved fromhttps://www.ftc.gov/news-events/blogs/business-blog/2020/04/coppa-guidance-ed-tech-companies-schools-during-coronavirus

Virtual Learning. (2020). Core Education. Retrieved from https://core-ed.org/research-andinnovation/ten-trends/2013/virtual-learning/

ACKNOWLEDGEMENTS

This work was developed under the guidance of senior staff in the U.S. Department of Education, Office of Educational Technology, with technical support from Jessenia Guerra, Kevin Johnstun, and Maile Symonds, and contributions from Digital Promise and Learning Heroes.

The team extends their thanks to a Technical Working Group of education leaders and researchers who provided valuable insights and examples from their experience (listed in alphabetical order by last name):

Jose Blackorby, CAST

Jered Borup, George Mason University

Linda Burch, Common Sense Media

Jon Deane, GreatSchools

Bruce Friend, Pine Springs Preparatory Academy

Pete Just, Metropolitan School District of Wayne Township

Trynia Kaufman, Understood

Sarah Pottle, The New Teacher Project

Beth Rabbitt, The Learning Accelerator

Julia Rafal-Baer, Chiefs for Change

Justin Reich, Massachusetts Institute of Technology

Valerie Truesdale, American Association of School Administrators

Amelia Vance, Future of Privacy Forum

Casandra Woodall, International Society for Technology in Education

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Parent and Family Digital Learning Guide - Office of Educational Technology

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This guide will help you monitor your child's progress as your child accesses and uses technology for learning. It covers the benefits of digital learning and safety, privacy, and responsible technology use.

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Parent Mentor Program - Parent Engagement Institute

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