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From YouTube: Expanding Broadband for Education
Description
Students' struggle with online education amplifies both the need for consistent, quality broadband and devices in all areas of the country and the risk that some will be left behind the longer the pandemic continues. This webinar will discuss efforts to close the digital divide for students.
A
A
So
just
a
reminder
about
the
protocols
for
today's
virtual
meeting,
please
be
sure,
to
join
us
by
video
we'd
love
to
see
your
faces.
It
definitely
helps
to
make
things
more
interactive,
so
join
us
by
video,
if
you
can
be
sure
to
type
your
full
name
into
your
title,
and
you
can
do
that
by
clicking
in
the
upper
right
hand,
corner
the
three
dots
and
add
your
full
name
just
so
we
know
who
is
with
us
today.
A
Please
be
ready
to
contribute
to
the
conversation
by
sharing
your
state's
perspective,
if
needed,
and
also
by
typing
your
questions
into
the
chat
box.
We'd
love
to
hear
from
you
and
we'd
love
to
make
this
as
interactive
as
we
possibly
can
in
the
meantime,
please
be
sure
to
meet
your
audio
when
you
aren't
speaking
just
so,
we
can
have
a
more
clear
line
for
our
speakers
and,
as
I
mentioned,
please
do
type
your
questions
or
comments
into
the
chat
box.
It's
it's
great
to
hear
from
you
and
please
don't
share
your
screen
under
any
circumstances.
A
So
our
first
speaker
today
is
christine
fox,
who
is
the
interim
executive
director
at
cdap,
which
is
the
organization
of
state
directors
of
technology
and
in
that
role,
she's
charged
with
charting
the
strategic
direction,
administration,
planning
and
financial
decisions
involving
ceta.
She
also
facilitates
the
members
online
and
in-person
professional
opportunities.
They've
just
done
a
really
great
job
at
providing
professional
development
and
thinking
during
this
time.
A
B
Well,
thank
you
so
much
michelle,
I'm
glad
to
be
back.
I
was
with
your
group
in
the
spring,
as
we
were
all
adjusting.
I
guess
to
the
pandemic
so
glad
to
be
here
I'll,
just
briefly
share
a
bit
about
ceta
and
then
kind
of
dig
into
the
topic
of
the
day,
and
michelle
set
us
up.
Well,
our
members
at
ceta.
We
are
a
non-profit
organization,
we're
about
to
celebrate
our
20th
anniversary,
focusing
on
supporting
digital
learning
opportunities
for
all
students.
We
specifically
support
state
education
agency
leaders.
B
So
we
do
have
three
groups
of
aceta
members.
We
have
the
state
leaders,
so
they
typically
are
part
of
the
state
education
agency.
There
are
leaders
that
participate
in
ceta
that
are
outside
of
the
sca
that
is
often
leaders
around
broadband.
So
folks
that
may
run
your
state
networks
or
facilitate
your
e-rate
program,
maybe
in
another
state
division
as
well
as
some
of
the
accessibility
leaders
we
connect
with
also
sometimes
are
outside
of
the
state
agency,
but
the
majority
of
our
members
are
sca
leaders.
B
As
I
mentioned,
our
public
private
sector
partners
and
we
do
have
affiliates.
So
we
have
about
20
affiliates
from
across
the
country.
Those
are
either
member
organizations
or
regional
organizations
focused
on
education,
wanting
to
better
understand
and
leverage
the
resources
that
ceta
offers
to
their
members
across
their
states
or
regions.
B
And
as
michelle
kindly
shared,
ceta
has
provided
a
variety
of
resources
over
the
last
two
decades.
All
of
our
resources
are
available
to
the
general
public
at
no
cost
and
for
the
last,
probably
six
to
seven
years.
They've
also
been
openly
licensed.
So
I'll
put
some
links
in
the
chat
when
I'm
finished
talking
to
some
of
these
resources
that
will
probably
be
beneficial
to
you
and
we
focus
our
big
bucket
areas
are
professional
learning,
equity
of
access
which
we'll
focus
on
today.
Digital
learning,
professional
development
and
interoperability.
B
And,
as
michelle
also
mentioned,
we
did
launch
on
march
16th,
which
was
pretty
early
in
the
process,
the
ceta
coalition
for
e-learning.
This
was
a
specific
resource
for
all
of
those
educators
that
are
moving
to
digital
learning.
In
that
rapid
response,
this
particular
tool
again
is
open
and
available
to
the
public.
We
really
tried
to
focus
on
leveraging
the
12
states
that
had
policies
around
e-learning
days.
B
So
I
always
like
to
pause
for
a
moment.
I
know
as
state
legislators
you're
many
levels
away.
I
work
with
state
education
agency
leaders
now
and
we're
often
steps
away
from
students,
but
I
like
to
pause
for
a
moment.
You
know
look
at
these
pictures.
Think
about
your
own
e-learners.
That
may
be
at
home,
your
colleagues
that
are
teaching
your
family
and
friends.
You
know
why
are
we
doing
this?
Why
are
we
talking
about
all
this
and
from
what
we've
seen
a
lot
of
the?
B
Why,
of
course,
we
want
equitable
learning
opportunities
for
all
students,
and
there
are
a
lot
of
caveats.
There
are
a
lot
of
pockets
of
excellence
as
well
as
areas
of
struggle
and
places
that
don't
have
any
connectivity
at
all
right
now,
I'll
celebrate
a
little
bit
of
some
of
the
exemplars
of
what
we've
heard
ceta
hosted
our
leadership
summit
about
a
month
ago,
and
during
that
event
we
had
a
panel
of
stories
of
resilience.
B
Nobody
said
it
was
easy,
but
we
know
that
the
dedication
of
so
many
teachers,
the
dedication
of
sita
members,
see
the
members
that
drove
hot
spots
out
to
the
navajo
nation
to
support
access
to
educators
across
the
spectrum
and
legislators
like
you,
are
really
driven
by
this.
Why
and
we
want
to
be
able
to
continue
to
support
those
students,
especially
with
all
the
investments
that
have
been
made
in
the
current
pandemic.
B
B
I
know
there
are
a
ton
of
terms
out
there
and
we're
actually
working
on
a
project
with
dell
technologies
around
sharing
all
the
definitions
of
the
variety
of
digital
learning,
e-learning,
blended,
learning,
online
learning,
there's
so
many
terms
so,
but
our
ultimate
goal
is
to
provide
those
quality
learning
opportunities
for
students,
so
we're
looking
at
having
a
framework.
You
know
what
does
this
look
and
sound
like
and
how
is
it
a
vehicle
to
personalize
instruction?
B
Of
course,
the
equity
for
all
students,
both
connectivity
to
devices
and
that
infrastructure
is
critical
and
then
ensuring
that
these
learning
opportunities
are
aligned
to
standards,
not
just
the
content
standards,
but
also.
There
are
online
learning
standards
at
tech
standards
and
that's
a
place
where
ceta
has
been
trying
to
work
and
share
with
leaders
the
online
learning
standards,
as
well
as
the
ed
tech
standards
and
how
those
all
loop
together.
B
The
importance
of
empowering
educators
so
that
they
have
meaningful
learning
opportunities
and
then
finally,
the
critical
need
for
educational
technology
leadership,
so
I'm
just
going
to
dig
into
each
of
those
a
little
bit
when
we
talk
about
equity
of
access.
I
probably
don't
need
to
rattle
off
a
bunch
of
statistics
to
this
particular
group
and
I'm
sure
that
evan
is
going
to
dive
in
a
bit
more
as
well.
So
we
know
that
there
still
is
a
gap.
There
are
students
without
access
to
connectivity
at
home.
B
The
other
thing
that
I'm
sure
some
of
you
have
experienced
as
have
I,
where
my
personal
and
professional
life
is
colliding,
where
I
have
two
e-learners
at
home,
I'm
presenting
on
zoom
they're,
both
in
google
classroom
and
somebody
gets
kicked
off,
and
so
that
level
and
quality
of
access
is
so
important.
There
is
some
work
being
done
around
what
students
do
need
at
home.
B
Some
of
you
may
be
familiar
with
ceta's
work.
We
published
the
broadband
imperative,
which
was
part
of
the
e-rate
modernization
order,
providing
capacity
targets
for
school
access
and
now
really
the
question
is:
what
level
of
access
do
you
need
at
home?
You
know
if
everyone
is
having
synchronous,
video
or
you're
doing
some
dynamic
content
integration,
then
you
probably
do
need
a
higher
level
of
access.
B
B
Representative
ming
from
new
york
was
actually
seated
as
policy
maker
of
the
year
just
about
a
month
ago,
in
the
emergency
education
act,
funding
that
she
encouraged
to
support
broadband
through
e-rate
and
allowing
the
flexibility
of
of
an
emergency
response
from
the
e-rate
program
to
provide
home
access.
Similarly,
senator
ed
markey
had
a
similar
companion
bill
in
the
senate
and
as
of
this
weekend
and
others
on,
the
call
may
have
been
part
of
a
scramble
over
the
weekend
of
connecting
with.
B
We
were
connecting
specifically
with
our
members,
who
were
part
of
a
bipartisan
discussion
in
the
senate
committee
around
connectivity
for
access,
which
last
I
heard
and
as
we
know
in
dc,
things
move
rather
quickly.
So
there
was
about
10
billion
dollars
in
the
new
stimulus
package
for
connectivity,
including
some
of
that
funding,
directly
funding
through
e-rate
for
students
so
and
similarly,
and
I'm
not
sure
of
all
the
states
on
the
call.
But
there
have
been
state
considerations,
both
states
leveraging,
karzak
funding.
B
For
the
professional
learning-
and
I
would
say
when
I
was
in
an
earlier
conversation
today,
this
is
where
one
of
the
most
critical
factors,
especially
our
membership,
is
considering,
and
part
of
that
is
because,
just
because
you
have,
the
tools
in
place
does
not
mean
that
digital
learning
is
happening
efficiently
and
effectively.
It's
pretty
overwhelming,
as
it
was
for
many
of
you
to
switch
to
online
engagement
for
your
jobs.
B
It
is
difficult
for
the
teachers
to
switch
to
teaching
online
and,
as
we
move
forward
to
hopefully
more
of
a
blended
opportunity,
there
is
a
critical
need
for
ongoing
quality,
professional
learning
for
educators.
You
know
a
lot
of
folks
and
I
can
tell
you
from
my
own
students
my
high
school
and
middle
schooler.
You
know,
march
and
april,
the
teachers
that
already
leveraged
technology
had
an
easier
transition,
but
more
so
the
teachers
that
personalized
instruction,
the
teachers
that
already
differentiated
were
able
to
shift
online
and
try
to
help
meet
the
needs
of
each
learner.
B
Whereas
educators,
that
classically
taught
to
the
whole
group
were
used
to
lecturing
and
not
differentiating
as
much
really
struggled
and
as
we
know
in
the
spring,
there
was
a
response
to.
We
need
to
do
something,
and
then
schools
and
districts
had
the
summer
to
sort
of
pause
and
reflect
and
provide
professional
development.
B
And
now
I
feel
like
more
technology
tools
are
being
leveraged.
People
are
kind
of
thinking
outside
the
box,
but
there
is
an
important
need
for
that.
Ongoing
professional
development,
whether
it's
a
teacher
needing
to
understand
how
to
use
a
learning
management
system
or
more
complex
digital
tools
and
resources,
or
using
zoom
breakouts
or
whatever.
The
the
tools
are
and
that's
where
coaching
is
so
critical
and
leveraging.
The
leadership
within
the.
B
Schools
I'll
talk
about
edtech
leadership,
ceta
did
submit
recommendations
to
the
presidential
transition
team.
President
elect
biden's
transition
team
around
the
importance
of
leadership
at
the
u.s
department
of
education.
The
office
of
ed
tech
had
really
been
sort
of
shrunk
down
to
very
minimal
and
was
no
longer
part
of
the
secretary
of
education's
higher
level
cabinet,
and
I
would
say
similarly
in
states
for
some
states.
After
title
2d
was
eliminated,
the
ed
tech
office
was
eliminated
and
pausing
for
a
second,
a
lot
of
offices
are
either
called
digital
learning
or
office
of
innovation.
B
Now
maybe
they're
not
called
at
tech,
and
that's
that's
not
a
big
deal,
but
it's
much
shorter
about
the
leadership
for
technology
to
where
our
members,
our
sea
leaders,
were
then
saying
to
us.
Well,
I'm
just
an
office
of
one
we've
been
shrunk
down
and
then
all
of
a
sudden
when
the
pandemic
hit
the
governors
or
the
chief
is
saying
hey.
Why
don't
we
have
a
team
like
they
do
in
utah
or
whatever
other
state
has
like
a
more
comprehensive
leadership,
so
we
do
etsy
to
encourage
state
level
leadership.
B
I
think
different
now
than
in
advance
of
the
pandemic,
where
a
lot
of
times
the
districts
were
everybody's
local
control,
right
and
the
districts
really
didn't
want
anyone
telling
them
what
to
do
even
now,
they're
calling
the
state
saying
how
do
we
set
this
up?
I
need
to
understand
blended
learning
better.
What
can
we
do?
They
want
that
guidance
and
they
want
that
leadership
and
the
transition
was
much
easier
in
states
that
had
some
things
in
place
versus
those
that
did
not.
B
We
think
a
lot
about
those
little
small
districts
that
don't
have
as
many
folks.
They
can't
have
an
I.t
department,
the
principal's
driving
the
bus
they're.
Just
so
many
things
to
consider
so
as
much
as
we
can
offer
to
those
districts,
the
more
seamless
the
digital
learning
opportunities
would
be,
and
so
I
probably
didn't
use
all
of
my
time,
but
I
will
leave
it
open
for
questions
or,
if
you're
going
to
transition
to
evan,
and
then
I
can
answer
questions
after.
A
So
we'll
take
questions
for
christine
right
now.
If
you
have
them,
we
did
have
one
question
in
the
chat
box:
do
you
have
any
idea
how
much
cares
money
has
been
spent
or
will
be
spent
on
improving
internet
access?
I
know
that
both
evan
and
austin
will
be
speaking
to
that
later,
but
I
didn't
know
if
you
wanted
to
mention
anything
about
that
right
now,
christine.
B
No,
they
probably
have
a
more
comprehensive
data
set.
I
do
have
a
gov.
I
have
the
gears
act,
funding
stats
of
what
folks
spent
that
on,
but
not
as
much
the
and
the
acronyms
escaping
me,
the
other
pocket
of
karazhak
money,
the
sea
side
yeah.
I
know
a
lot
of
districts,
I'm
sure
they
can
share
more
specific
statistics
on
that.
A
We
do
have
a
note
here
that
washington
has
focused
a
good
chunk
of
the
sca,
cares
monies
to
provide
access
to
low-income
students-
and
I
do
know
I'm
just
generally
and,
as
I
mentioned,
evan
and
austin
will
be
sharing,
but
we've
seen
quite
a
bit
of
activity
here.
I
think
this
was
a
big
concern,
of
course,
for
state
agencies
and
for
governors.
A
B
Definitely
I
mean
honestly,
I
haven't
heard
of
any
state
that
didn't
invest
some
of
their
funding.
I
I
could
be
wrong,
but
I
know
in
illinois
and
multiple
other
states
new
mexico.
This
was
the
the
major
focus
because
they
wanted
to
get
the
infrastructure
in
place
and
some
and
the
the
struggle
is
some
are
waiting
for
those
devices
right
because
there
was
a
backlog
of
ability
to
provide
whether
it's
a
hot
spot
or
a
particular
device
for
the
students
have
access
so
great
intentions,
and
then
there
has
been
some
backlog.
B
A
I
did
have
a
couple
of
questions
that
I
have
sure
and
others
just
feel
free
to
type
them
in
the
chat
box.
If
you
think
of
them
as
we
go
along,
I
get
a
lot
of
questions
about
what
is
the
optimal
amount
of
time
for
students
to
be
spending
online.
I
know
this
is
a
concern
of
parents,
but
it
also
is
a
question
that
is
coming
up
with
my
own
school.
A
It
seems
that
teachers
and
principals
may
not
even
know
what
best
practices
are
and
how
much
actual
screen
time
students
should
have
so-
and
I
know,
there's
a
couple
of
different
ways
to
answer
this
question,
but
I'm
particularly
thinking
of
students
who,
most
of
which
right
now
seem
to
be
in
this
virtual
setting
every
day.
So
if
you
have
online
learning
every
day,
and
particularly
for
those
who
are
in
a
synchronous,
learning,
synchronized
learning
situation,
how
much
time
should
is
it
optimal
for
them
to
be
spending
online.
B
B
But
you
think
about
the
content
you
have
to
cover
and
and
then
looking
reasonably
it's
harder
for,
say,
a
high
school
teacher
high
school
teachers
because
they
don't
know
what
their
students
are
doing
in
the
rest
of
the
classes.
Whereas,
if
you're
an
elementary
school
teacher-
and
you
keep
those
students
all
day,
you
can
probably
break
it
up
a
little
bit
better.
Our
district
has
some
pretty
strict
regulations
and
I
don't
know
that
there's
a
magic
number.
I
think
it's
just
like
anything
else.
You
really
have
to
think
about
the.
Why?
Right?
B
A
B
I
haven't
seen
numbers
like
that.
I
know
that
our
members
have
been
talking.
We
have
a
weekly
kind
of
get
together
for
the
membership
and
they
have
been
talking
a
lot
about
what
models
are
your
districts
using
in
most
states
the
districts
had
options,
so
they
vary
so
much
and
now
there
are,
you
know,
people
flipping
back.
B
They
were
in
person
now
they're
going
back
to
online
and
the
whole
concept
of
a
couple
of
you
know,
alternating
days
of
the
week
or
weeks
at
a
time,
and
so
I
don't
I'm
not
aware
of
any
data
there.
I
just
think
it
is
varied
greatly.
The
larger
I
live
in
florida.
The
larger
districts
here
do
offer
the
option
most
of
the
districts,
offer
the
option
in
person
or
at
home,
and
they
did
install
cameras,
so
the
teachers
are
teaching
to
both
simultaneously.
A
I'll
just
add
that
I
find
this
really
interesting.
Our
own
school
district
had
a
lot
of
pushback
from
teachers
who
were
asked
to
do
both
and
the
principals
got
together
and
decided
that
they
felt
like
the
best
way
to
incentivize
teachers,
who
might
want
to
do
that
or
who
had
off
periods
who
would
be
teaching
an
online
only
class
when
they
weren't
teaching
their
in-person
classes
was
to
offer
a
stipend.
A
So
the
state
had
given
the
school
district
enough
flexibility
that
they
could.
The
district
could
opt
to
use
some
funds
to
offer
a
stipend
to
teachers
who
had
agreed
to
do
both
so
that
at
least
the
teachers
felt
like
they
were
being
compensated,
and
I
know
a
teacher
from
denver
public
schools
who
is
not
my
school
district
heard
that
she
was
in
the
same
meeting.
A
B
So
I
yes,
I
can
only
imagine
so
I
was
a
classroom
teacher
every
day.
I
am
thankful
for
those
that
are
at
school
and
at
home.
I
have
one
student
now
at
home
and
one
at
school
that
are
taking
this
on,
because
it's
incredibly
intense
and
even
my
middle
schooler
said
you
don't
understand
she's
so
busy
they,
and
I
said
you
know
you
can
hear
that
the
teachers
have
even
told
the
kids,
because
they're
feeling
overwhelmed
I
did
want
to
share.
B
A
Our
district
tried
that
and
could
not
find
enough
online
teachers,
so
they
had
to
resort
to
having
the
in-person
teachers
also
teaching
the
fully
online
students,
so
unfortunately
that
was
their
reality.
Okay,
I
am
going
to
end
here.
Thank
you
christine
for
your
presentation.
This
time,
I'm
going
to
turn
it
over
to
heather.
You
will
have
additional
opportunities
to
get
your
questions
answered
of
christine
and
all
of
our
speakers.
If
you
were
interested
just
keep
typing
those
questions
in
the
chat
box,
we
appreciate
your
all
all
of
your
thoughts
and.
C
D
D
But
since
april,
when
the
pandemic
started,
we
actually
pivoted
the
organization
to
work
on
the
solving
the
problem
of
the
10
to
15
million
kids
at
the
time
who
didn't
have
internet
access
at
home
and
therefore
were
unable
to
actually
attend
school
and
as
I'll
talk
about
throughout
the
presentation.
Today,
one
of
the
things
that
we
have
learned,
both
in
our
eight
years
of
working
with
states
to
close
the
digital,
divided
schools,
but
particularly
as
it
relates
to
kids
that
don't
have
internet
access
at
home.
D
Really
dramatic
progress
on
on
getting
schools
that
had
not
been
did
not
have
fiber
optic
connections
connected
on
getting
minimum
levels
of
bandwidth.
You
know
we
went
from
10
of
kids
to
99.7
percent
of
kids
being
able
to
use
technology
in
the
classroom
by
by
getting
those
fiber
connections
there
and
upgrading
their
bandwidth
and
and
a
big
part
of
the
way
we
did.
D
This
was
a
map
that
we
put
up
early
right,
the
start
of
the
pandemic,
with
our
estimates
of
how
many
kids
in
different
states
were
not
connected.
You
know
the
numbers
range
from
10
million
to
15
million.
Our
best
guess
is
that,
somewhere
around
three
plus
million
kids
have
been
connected
based
on
data
that
we've
gotten
from
isps
mobile
providers
and
others,
and
so
we
still
have
a
big,
a
big
gap
left
to
go,
and
you
know
a
lot
of
what
was
able
to
drive.
D
Hands,
and
the
challenge,
however,
is
that
this
money,
as
you
all
know,
runs
out-
and
the
latest
update
that
I
just
got
not
too
long
ago-
is
that
new
money
for
broadband
in
the
next
stimulus
bill
is
actually
going
to
be
more
in
the
form
of
the
block
grants
to
governors,
as
opposed
to
be
dedicated
being
going
into
the
e-rate
program
and
and
so
we're
still
going
to
be
left
with
this
challenge.
Going
forward
of.
D
How
do
we
keep
kids
connected,
not
just
for
the
remainder
of
this
school
year,
while
many
school
districts
are
going
to
be
doing
either
remote
or
hybrid
learning?
But
how
do
we
make
sure
kids
can
stay
connected
and
how
do
we
close
the
homework
gap
going
forward?
I
will
say
this
also
has
really
resulted
in.
D
I
think
a
tremendous
amount
of
awareness
that
it's
not
just
about
closing
the
digital
divide
for
kids
at
home,
but
the
pandemic
has
shown
that
if
you
don't
have
broadband
at
home,
it's
hard
for
you
to
have
a
good
job,
it's
hard
for
you
to
get
training
to
get
a
good
job.
It's
hard
for
you
to
send
your
kids
to
school,
it's
hard
for
you
to
get
access
to
health
care
and
it's
hard
for
you
to
get
access
to
government
services.
D
You
know
if,
if
there
is
a
moment
that
has
made
it
incredibly
clear
how
devastating
the
digital
divide
is
for
all
americans,
not
just
kids,
I
think
the
pandemic
has
been
that,
and
the
good
news
is:
is
that
we're
seeing
a
lot
of
support
for
trying
to
to
do
something
about
it
and
and
the
one
key
thing
that
I'll
say?
Is
that
closing
the
digital
divide
for
all
americans
and
frankly,
for
for
all
students?
D
It's
it's
it's
about
two
things:
it's
it's
in
part,
about
infrastructure
and
and
building
out
infrastructure
to
the
places
that
don't
have
it.
But
frankly,
it's
even
more
about
affordability.
If
you
look
at
the
data
on
who
isn't
connected
in
america,
more
than
half
of
the
people
who
don't
have
internet
connections
actually
have
infrastructure
available
to
them
today,
but
simply
can't
afford
it.
So
those
are
the
two
twin
problems
that
whether
you're
talking
about
kids
or
you're,
talking
about
the
digital
divide
at
large,
what
we're
going
to
need
to
solve?
D
D
School
districts
have
had
an
incredibly
hard
time,
figuring
out
which
students
are
and
are
not
connected
and
which
isps
can
serve
them.
You
know
most
school
districts
relied
on.
You
know
traditional
survey,
approaches
to
trying
to
figure
out
the
answer
to
this
and
and
generally
speaking,
they
would
at
best
get
30
to
40
percent
response
rate.
So
it's
been
a
tremendous
problem
for
districts
to
figure
out
how
to
solve
this
problem
in
part
because
they
don't
know
who
is
and
isn't
connected.
D
D
You
know
what
low-cost
home
broadband
services
are
available
to
them.
How
they
get
them
then
becomes
sort
of
the
complexity
of
signing
up
for
these
services,
especially
for
families
where
english
is
a
second
language.
It's
a
lot
of
work
to
actually
get
signed
on.
Then
there
are
documentation
issues.
D
Many
of
the
isps
historically
have
required
people
to
provide
social
security
numbers,
and
things
like
that
which
many
of
the
families
that
are
not
connected
that
have
kids
in
school
can't
provide
and
therefore
can't
get
signed
up
for
these
services
and
then
finally,
there's
what
I
would
call
the
credit
problem.
You
know
if
a
family
is
outstanding,
bad
debt
with
a
service
provider
or
just
doesn't
have
a
good
enough
credit
rating.
D
The
first
was:
how
were
they
going
to
get
their
data
and
what
they
decided
to
do
was
create
a
data
sharing
agreement
with
their
local
isps
and
then
second
and
use
an
aggregated
procurement
model
where
the
district,
not
the
individual
families,
were
responsible
for
buying
the
service
and
those
two
things
and
I'll
walk
you
through
what
they
did.
But
those
two
things
really
overcame
those
first
and
third
roadblocks
that
districts
have
had,
and
then
they
were
able
to
leverage
cares
funding
as
well
as
significant
philanthropy
to
actually
pay
for
the
service
as
well.
D
So
what
did
chicago
do
well?
The
first
thing
they
did
was
try
to
figure
out
who
is
and
isn't
connected,
and
they
took
the
355
000
student
addresses
they
had
in
their
student
information
system
and
under
mba.
They
gave
them
to
the
local
isps
in
an
anonymized
format
with
without
any
student
names.
The
isps
then
agreed
to
identify
which
addresses
had
home
broadband
already
and
which
of
the
unc
connected
addresses.
Each
of
them
could
serve
within
a
10-day
period.
D
This
was
game.
Changing
never
before
had
an
isp
agreed
to
provide
this
information
to
a
school
district.
Frankly,
let
alone
anybody
else,
but
it
is
a
game
changer,
because,
instead
of
relying
on
surveys,
where
you
only
get
30
or
40
response
rates,
this
enabled
chicago
to
quickly
identify
the
hundred
thousand
students
in
sixty
thousand
homes
that
did
not
have
home
broadband,
and
once
you
have
that
kind
of
specific
information,
you
can
put
together
a
thoughtful
plan
and
what
chicago
did
was
they
issued
an
rfp
to
procure
broadband
for
those
homes
and
it
turned
out.
D
92
of
them
could
be
connected
with
existing
infrastructure.
The
other
8
were
largely
students
that
were
either
homeless
or
in
temporary
living
situations
where
they
needed
to
actually
get
them
a
mobile
solution,
so
it
got
them
the
data
they
needed,
but
by
doing
the
procurement
as
a
district
procurement,
as
opposed
to
relying
on
families
to
do
it.
D
It
also
eliminated
that
information
gap,
the
credit
and
debt
problems
and
the
documentation,
barriers
for
families
and
and
so
chicago
quickly
connected
over
half
of
its
households
before
the
start
of
the
school
year
and
then
has
been
continuing
to
add
on
more
and
more
households
as
the
years
gone
on.
As
I
mentioned,
north
dakota
used
the
exact
same
approach
and
they
were
able
to
connect
98.99.8
of
their
students
to
home
broadband,
so
this
was
really
innovative.
D
It
was
a
different
way
of
thinking
about
things
brought
on
the
by
the
pandemic
and,
frankly,
I
think
only
possible
because
of
the
the
pandemic,
because
the
isps
decided
we
need
to
do
something
differently
to
try
and
help
these
kids.
So
we
saw
this
happening
and
we
said,
look
if
isps
are
willing
to
do
this.
D
D
D
That's
on
the
free
and
reduced
lunch
program
is,
is
able
to
participate
and
in
order
to
maximize
adoption,
they've
minimized
the
amount
of
information
necessary
for
families
to
sign
up
for
the
services,
so
in
in
essence,
once
the
school
district
does
the
procurement
they're,
given
a
set
of
codes,
that
they
can
hand
out
to
families
and
pretty
much
all
the
families
need?
Is
that
code
in
order
to
sign
up,
eliminating
all
the
documentation
requirements,
credit
checks,
etc,
etc?
D
And
finally,
the
companies
agreed
that,
as
part
of
the
data
exchange
that
they're
not
going
to
use
that
data
they
get
from
the
school
districts
for
for
marketing,
which
is
something
that
obviously
everybody
was
sensitive
to.
So
we
were
able
to
get
these
four
national
associations
to
agree
to
it,
and
today
we
have
nine
of
the
top
ten
service
providers.
Internet
service
providers
participating
and
we're
covering
over
80
percent
of
the
households
in
the
united
states
with
this
program.
D
The
k-12
bridge
of
broadband
program
really
gives
you
the
data
that
you
need
to
close
the
k-12
home
broadband
gap.
What
does
it
do?
Well?
First,
it
gives
you
actionable
data
so
that
you
can
understand
which
students
are
and
aren't
connected
down
to
the
household
address
level,
along
with
which
are
the
service
providers
that
can
actually
connect
each
of
those
households.
D
Second,
it
allows
you
to
prioritize
connectivity
upgrades
based
on
that
data
so
that
you
can
get
connectivity
to
the
students
who
need
it
most
and
third,
and
we
found
that
in
our
work
with
schools,
this
was
incredibly
important.
It
gives
you
the
data
to
make
the
case
for
increased
investment
in
internet
connectivity
in
unconnected
regions
throughout
the
state,
so,
whether
it's
to
help
close
that
affordability
gap
or
to
see
wow
for
the
first
time
here
are
the
places
in
our
state
that
really
don't
have
internet
access.
So
how
do
we
make
the
case
for
investment?
D
How
do
we
use
money
that
might
come
from
the
federal
government
to
to
make
sure
that
infrastructure
gets
built
up
built
out
into
those
areas?
As
I
said
before,
when
we
were
working
to
connect
schools,
this
kind
of
data
was
critical
to
our
success,
particularly
around
getting
fiber
to
schools
that
didn't
have
it.
D
D
We
currently
are
piloting
in
five
states,
validating
sort
of
our
secure
data
exchange
platform
that
we've
built
to
facilitate
the
exchanges
between
states
or
school
districts
and
and
service
providers,
and
the
business
processes
that
are
needed
to
support
that
in
january
and
february.
We'll
be
expanding
that
to
make
sure
that
we've
conducted
data
exchanges
with
with
all
the
major
providers
so
that
they're
all
ready
to
roll,
because
we
know
that
will
be
the
vast
majority
of
of
the
the
folks
that
that
are
going
to
be
providing
the
data.
D
And
then
our
goal
is
that
in
march
april
may
and
june
that
we
are
scaling
this
with
states,
so
that
all
of
you
have
the
data
that
you
need
to
start
running
procurements
this
summer
to
be
able
to
make
sure
that
kids
who
aren't
back
in
school
in
the
fall.
The
kids
who
otherwise
are
suffering
from
the
homework
gap,
can
get
connected.
Come
this
start
of
the
next
school
year,
so
I'm
going
to
stop
there
grace
ting
who's.
One
of
our
state
relationship
management
directors.
Contact
info
is
there
on
the
screen.
C
Thank
you
so
much
evan
really
fast,
so
that
we
stay
on
time
I'll.
Just
I've
got
a
quick
question
for
you,
so
for
the
families
that
who
lack
or
have
limited
digital
literacy
and
all
of
these
attempts
to
get
them
connected.
You
know
if
they
don't
have
like
the
technical
know-how
right.
That
problem
happens.
What
do
they
do?
Do
you
have
any
suggestions
on
what
policymakers
can
do
to
help
families
when
they
run
into
problems?
C
D
So
part
of
what
we
did
early
in
our
work
on
the
pandemic
was
we,
we
launched
playbooks
for
school
districts
and
for
states
on
how
to
deal
with
a
variety
of
issues,
and
one
of
those
issues
was
how
do
you
provide
technical
support?
So
if
you
go
to
the
digital
bridge
k12.org
website,
you
can
find
that
playbook
under
the
sort
of
broader
heading
of
rolling
out
a
device
lending
program.
D
But
fundamentally
it's
the
same
problem
that
schools
have.
You
know
faced
for
a
long
time
and
really
what
you
need
to
be
doing
is
making
sure
that
your
school
districts
have
the
the
resources
available
to
provide
the
kind
of
technical
support
and
the
good
news
is.
You
know
thanks
to
the
work
of
ceta
and
cosa
and
number
of
other
organizations,
there
are
a
lot
of
good
models
out
there
for
how
to
do
that.
D
E
We've
talked
about
a
few
of
them
today.
The
governor's
education
relief
fund
is
one
of
them.
There's
the
coronavirus
relief
fund,
which
is
that
flexible
aid
for
states
and
there's
a
couple
of
smaller
funds.
We've
tracked
the
state
set-aside
and
the
elementary
and
secondary
emergency
relief
funds
and
there's
also
a
small
competitive
grant
from
the
department
of
education
that
we
included
in
our
analysis.
One
thing
to
note
is
that
we
haven't
actually
been
able
to
dig
down
into
how
districts
have
spent
about.
I
think
it's
12
billion
dollars
in
funds
that
they
were
given.
E
My
screens,
microsoft
word
is
making
me
make
choose
options
that
I
wasn't
ready
to
choose
so
anyway,
we
think
about
1.3
billion
dollars
from
these
different
funding.
Streams
have
been
dedicated
directly
to
responding
to
the
digital
divide
and
then
there's
about
another
400
million
dollars
out
there
that
allow
states
the
option
or
allows
actually
districts
the
option
of
addressing
the
digital
divide
and
similar
conversation.
E
We've
had
today,
we
sort
of
divided
out
state
responses
into
three
areas,
but
we've
seen
states
provide
internet
connectivity
to
students,
as
well
as
make
devices
available
to
schools
and
students
or
provide
online
reading
or
online
learning
resources.
Let's
talk
about
those
three
areas
really
quickly
in
terms
of
internet
connectivity.
E
There's
been
about
three
major
strategies
that
we've
seen
emerge
through
through
state
plans.
One-
and
I
think
this
is
the
most
common
one-
has
been
districts
offering
temporary
access
points
to
students,
so
the
state
or
the
district
might
install
broadband
extenders
at
their
schools
and
libraries.
They
might
give
wireless
hotspots
to
students
and
families,
but
we've
even
seen
a
number
of
states
use
wi-fi
equipped
buses
to
provide
these
supports.
E
We've
also
seen
a
couple
states,
particularly
connecticut,
and
the
district
of
columbia
provide
direct
support
for
families,
so
they
have
paid
the
internet
bills
of
students
and
families
directly
and
then.
Finally,
this
is
another,
I
think,
a
less
common
strategy.
We
only
have
two
examples
of
this,
but
some
states
have
chosen
to
invest
in
specific
infrastructure
for
providing
broadband
mostly
to
rural
communities.
So
we've
seen
arizona
pledge,
40
million
dollars
for
broadband
fiber
and
maryland
has
also
said
that
they're
going
to
create
a
wireless
education
network
out
there
for
for
families.
E
So
that's
those
are
kind
of
the
three
main
strategies
we've
seen
in
terms
of
internet
connectivity.
I
wish
we
could
put
a
specific
dollar
amount.
That
states
have
pledged
towards
just
connectivity,
but
the
way
that
these
funds
are
granted
is
it's
sometimes
hard
to
track,
how
how
much
or
how
states
are
divvying
up
these
funds.
Based
on
on
the
categories
that
we've
identified
in
terms
of
device
availability,
we've
seen
kind
of
two
major
strategies.
I
think
the
most
common
strategy
is
that
the
districts
are
given
the
authority
to
distribute
the
devices
to
students.
E
Finally,
in
terms
of
the
digital
divide,
we
have
seen
states
make
some
investments
in
their
online
learning
platforms,
as
well
as
giving
students
access
to
content
and
curriculum.
This
has
been,
I
think,
the
smallest
share
of
funds
that
states
have
invested
towards
addressing
the
digital
divide,
but
these
are
important.
E
Some
some
good
examples
here,
virginia
has
created
or
has
invested
in
their
an
online
learning
portal
for
teachers
to
be
able
to
provide
personalized
instruction
for
students,
as
well
as
for
teachers,
to
facilitate
professional
development
amongst
themselves
and
then
over
in
the
content,
curriculum
area
we've
seen
states
like
oklahoma
and
montana,
try
to
create
platforms
to
provide
access
to
course,
work
and
other
enrollment
opportunities
for
students.
So
you
know
in
terms
of
cares
funding.
E
This
is
so
far
we've
been
able
to
track
in
terms
of
investments
that
states
have
been
able
to
make
there's
some
other
federal
areas
of
note
in
terms
of
at
least
over
at
the
federal
communications
commission.
We
know
that
back
in
april
they
extended
the
e-rate
service
implementation,
filing
deadlines
out
until
june.
That
was
a
response
to
to
the
pandemic.
E
You
know:
will
there
be
more
funding
for
states
to
be
able
to
address
the
digital
divide?
It
seems
to
be
the
case
that
that
will
happen.
I
know
that
there's
ongoing
negotiations
about
a
potential
new
stimulus
package.
I
would
guess
that
the
money
that
goes
towards
education
and
to
state
and
local
governments
would
have
the
option
of
being
able
to
be
used
for
the
digital
divide.
But
right
now
there
is
a
proposed
10
billion
dollars
to
address
the
digital
divide,
as
I
think
both
christine
and
evan
mentioned.
E
You
know
in
terms
of
reporting.
You
know
there
hasn't
been
a
specific.
You
know
that
10
billion
dollars
for
broadband
there
hasn't
been
public
details
about
how
that
set
of
money
would
be
used
to
address
broadband,
whether
it
be
funding
for
e-rate
or
I
think
evan
mentioned-
that
he
might
have
some
intel-
that
they
may
actually
give
it
out
as
block
grants
to
governors
which
I
think
would
be
probably
very
state-friendly.
E
So
we're
still
trying
to
figure
out
the
details
on
that,
but
it
does
seem
as
though
there
will
be
additional
funds
in
a
next
stimulus
package
whenever
that
is
passed
and
that
could
be
in
the
next
week
or
two
or
it
could
be
and
a
longer
time
horizon.
So
that's
just
kind
of
an
overview
of
what
we
know
in
terms
of
tracking
the
last
stimulus
package
and
trying
to
anticipate
what
this
next
one
will
look
like.
C
C
C
Do
you
have
examples
of
some
of
the
creative
solutions
that
states
or
schools
or
local
governments
have
taken
to
get
remote
learning
set
up
for
the
students
in
this
in
this
sort
of
the
short
term?
I
remember
seeing
something
about
setting
up
wi-fi
and
school
buses
for
for
students
that
didn't
have
access.
B
B
That
was
a
way
to
kind
of
take
the
broadband
to
them
in
a
different
way.
There
are
some
of
the
technologies
that
people
are
still
bouncing
around
with
balloons
and
satellite
that
I
can't
give
you
a
specific
example
of
that,
but
I'll
I'll
find
a
link
up
in
the
chat
about
the
the
navajo
nation
and
the
cell
tower
on
wheels.
D
D
C
A
C
Okay,
perfect
I've
got
a
couple
more,
let's
see
so
you
know
for
both
of
you.
Actually,
I
guess
would
you
share
your
thoughts
on
some
of
I
know
that
there's
been
proposals
and
discussions
about
expanding
that
the
fcc's
e-rate
program.
Of
course,
it's
primarily
focused
the
monies
focused
at
schools
and
libraries,
but
the
proposals
that
are
out
there
they're
floating
around
about
actually
allowing
that
money
to
be
spent
on
the
home
connection
sort
of
to
bridge
this.
You
know
what
was
the
homework
gap
and
just
this
remote
learning.
B
Yeah,
so
with
ceta,
we
we
understand
that.
However,
additional
funding
is
distributed,
there
can
be
pluses
and
minuses.
Specifically,
we
have
provided
what
we
considered
suggestions
for
a
special
pocket
of
e-rate
funding,
so
emergency
response
funding
through
e-rate.
There
are
a
lot
of
elements
in
place
through
the
e-rate
program,
but
we
know
that
the
classic
e-rate
application
process
and
procurement
process
it
would
be
too
delayed.
D
Yeah,
so
I
mean
the
reality
is:
is
that
the
e-rate
program
is
a
four
billion
dollar
a
year
program
and
for
the
last
several
years
you
know,
thanks
in
large
part,
to
the
tremendous
decreases
in
the
cost
of
internet
access
for
schools.
It
really
hasn't
used
more
than
three
billion
dollars,
so
there's
about
a
billion
dollars
of
available
cap
that
could
be
used
to
solve
this
problem.
I
I
think
that
you
know
from
our
point
of
view.
D
We
we
believe
that
we
should
expand
it
to
serving
to
being
able
to
buy
connections
for
students
at
home,
but
that
funding
should
come
as
a
second
priority
to
whatever
money
is
needed
by
schools
for
the
connections.
That
era
was
really
needs
to
fund
first
priority.
You
know
e-rate
it.
As
christine
said
it's
a
program
that
districts
know
how
to
use.
It's
also
a
program
that
has
two
other
really
important
advantages:
one.
It
is
an
aggregated
procurement
model
right.
D
So
it's
what
I
was
talking
about
in
having
schools,
be
the
buyer
as
opposed
to
families
being
buyer
and
getting
over
all
those
things.
The
other
thing
about
the
ura
program
is,
it
requires
a
match
and
and
because
it
requires
a
match
from
the
school
districts.
That
means
that
school
districts
are
good
stewards
of
this
money
and
it
really
only
gets
used
for
things
that
school
districts
really
need,
and
we've
seen
that
over
and
over
and
over
again
over
the
last
eight
years.
So
so
we're
supportive
of
doing
that.
D
You
know,
I
agree,
you
know
on
a
temporary
basis.
You
know
there's
some
emergency
things
that
need
to
be
due
to
address
the
timing,
but
look
if
we're
going
to
close
the
homework
gap.
If
we're
going
to
close
the
digital
divide
writ
large
in
america,
we
need
to
start
thinking
about
programs
like
e-rate
and
what
role
they
can
play
in
order
to
solve
the
affordability
components
of
the
digital
divide.
C
Thank
you
both
for
answering
that
question.
I
don't
necessarily
want
to
to
impose
too
much
more
on
your
time,
so
I
will
go
ahead
and
we
will
do
our
little
wrap
up.
So
definitely
I
want
to
thank
christine
evan
and
austin
for
sharing
their
time
and
expertise
on
today's
webinar
and
thank
you
to
everyone
in
the
audience
for
taking
the
time
to
participate
with
us
this
afternoon.
Just
so,
you
know
that
the
archive
of
today's
webinar
will
be
posted
on
ncsl's
website.